Ki és miért olvas jól? A hangos olvasási fluencia képességének komponensei: tempó, pontosság, prozódia és szerepük a megértésben = Who Reads Well, and Why? Components of Oral Reading Fluency: Rate, Accuracy, Prosody, and Their Role in Comprehension

Steklács, János (2026) Ki és miért olvas jól? A hangos olvasási fluencia képességének komponensei: tempó, pontosság, prozódia és szerepük a megértésben = Who Reads Well, and Why? Components of Oral Reading Fluency: Rate, Accuracy, Prosody, and Their Role in Comprehension. STUDIA QUINQUEECCLESIENSIA (2). pp. 133-148. ISSN 3094-2608 (In Press)

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Abstract

The study addresses an everyday and educational question: what characteristics make someone a good reader, and to what extent can comprehension be inferred from the audible quality of oral reading? In contrast to approaches that place reading speed at the centre, oral reading fluency is interpreted as a multidimensional and developmentally changing ability whose directly observable components are accuracy, rate, and prosody. The paper outlines the role of automatic word recognition, temporal organisation, and meaningsensitive phrasing, and discusses how their coordinated operation may create favourable conditions for reading comprehension. The theoretical overview is complemented by the main findings of a Hungarian study involving 658 second-grade pupils from 33 classes in 21 schools. Reading time, accuracy, and prosody were all related to comprehension, but when the three components were analysed together, only accuracy and prosody retained a significant unique contribution. The central thesis is that good reading cannot be equated with maximum speed. Rate becomes an indicator of advanced reading only when it is accompanied by reliable word identification, flexible adjustment to the text and reading purpose, and prosodic organisation that reflects linguistic and semantic structure. The findings support a multidimensional approach to assessment and indicate that instruction should be differentiated according to the component profile of each learner rather than organised around a single rate-based criterion.

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