Investigating the correlation between second grade primary school students fluent reading skills and parental involvement in home literacy activities

To stay up-to-date with the rapid changes in technology and science in today's world, reading skills are still essential. Reading skills, in addition to being a means of acquiring knowledge in social life, have a key role in success in academic life. The rich knowledge encountered in school life needs to be analyzed, synthesized and understood. Fluent reading skill is directly related to an individual's capacity to make sense of the text, and this skill is one of the cornerstones of children's success in educational life. Primary school is a period in which children acquire reading and writing skills and progress by building on those skills. The support that parents provide by participating in literacy activities at home in this process plays a crucial role in the development of their children's fluent reading skills. In this context, the comparative study of parental involvement in literacy activities with fluent reading skills at primary school level has formed a significant area of research. The aim of the research is to investigate the relationship between the fluent reading skills of the students studying in the second grade and the level of parental involvement in home literacy activities. One of the quantitative research methods, the relational screening model was conducted in the research. Participants are second-grade students who are studying in two different primary schools in the province of Ordu and their parents. In data collection, the speed and accuracy components of the students from fluent reading components were evaluated and the parental involvement levels were examined using the “Parental Involvement in Home Literacy Activities” scale. The findings from the analysis of the data were discussed in terms of the fluent reading skill levels of primary school second-grade students and parental involvement level in home literacy activities.