Examination of Factors Affecting Students’ Reading-Comprehension Achievement with Structural Equation Modeling
| العنوان: | Examination of Factors Affecting Students’ Reading-Comprehension Achievement with Structural Equation Modeling |
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| المؤلفون: | Hakan Ülper, Gökhan Çetinkaya, Ayhan Dikici |
| المساهمون: | 0-Belirlenecek, Gökhan Çetinkaya, Niğde Ömer Halisdemir Üniversitesi |
| المصدر: | Volume: 5, Issue: 3 428-442 International Journal of Assessment Tools in Education International Journal of Assessment Tools in Education, Vol 5, Iss 3, Pp 428-442 (2018) |
| سنة النشر: | 2018 |
| مصطلحات موضوعية: | Eğitim, Multivariate analysis, Fluent reading,Comprehension,Academic achievement,Structural equation modelling, Ocean Engineering, Sample (statistics), Academic achievement, structural equation modelling, 050105 experimental psychology, Structural equation modeling, lcsh:Education (General), Mathematics education, 0501 psychology and cognitive sciences, Eğitim Araştırmaları, Education, Scientific Disciplines, Analysis of covariance, 05 social sciences, 050301 education, Eğitim, Bilimsel Disiplinler, Confirmatory factor analysis, Fluent reading, Comprehension, Academic achievement, Structural equation modelling, fluent reading, Comprehension, academic achievement, Reading comprehension, Psychology, comprehension, lcsh:L, lcsh:L7-991, 0503 education, lcsh:Education |
| الوصف: | It is noted in the light of several studiesassociated with the reading-comprehension skills that fluent word reading,connectives knowledge and fluent text reading are closely related to thecomprehension skill. Hence it seems possible to create a model over these conceptsand their interrelationships. Within the scope of this research two differentmodels are proposed considering theoretical information. Thestudy group of the research was composed of 263 secondary school students at astate school in Burdur province. Three different confirmatory factor analysis(CFA) were performed to see whether factor structures were confirmed on thesample by using the maximum estimate method of the AMOS 18 software. Analysisof Covariance and Multivariate Analysis of Covariance were performed todetermine whether the demographic variables grade level and gender had asignificant effect on the scale scores. These analyzes were also performed inthe SPSS 18 program. It has been found that as the grade level of the studentsincreases, connective usage konowledge increases, the fluent silent wordreading, the fluent silent text reading, the reading comprehension and theacademic achievements increase as the grade level increases. This researchconcluded that reading comprehension strongly and significantly predictedacademic achievement. But however, fluent silent text reading did not predictreading comprehension significantly. According to the results of the research,the model formed by the sub-dimensions of binding usage information showsbetter fit. It is noted in the light of several studies associated with the reading-comprehension skills that fluent word reading, connectives knowledge and fluent text reading are closely related to the comprehension skill. Hence it seems possible to create a model over these concepts and their interrelationships. Within the scope of this research two different models are proposed considering theoretical information. The study group of the research was composed of 263 secondary school students at a state school in Burdur province. Three different confirmatory factor analysis (CFA) were performed to see whether factor structures were confirmed on the sample by using the maximum estimate method of the AMOS 18 software. Analysis of Covariance and Multivariate Analysis of Covariance were performed to determine whether the demographic variables grade level and gender had a significant effect on the scale scores. These analyzes were also performed in the SPSS 18 program. It has been found that as the grade level of the students increases, connective usage konowledge increases, the fluent silent word reading, the fluent silent text reading, the reading comprehension and the academic achievements increase as the grade level increases. This research concluded that reading comprehension strongly and significantly predicted academic achievement. But however, fluent silent text reading did not predict reading comprehension significantly. According to the results of the research, the model formed by the sub-dimensions of binding usage information shows better fit. |
| وصف الملف: | application/pdf |
| اللغة: | English |
| تدمد: | 2148-7456 |
| URL الوصول: | https://explore.openaire.eu/search/publication?articleId=doi_dedup___::3d0efe28785fd88b2bf9a83f96a215cb https://hdl.handle.net/11480/2354 |
| حقوق: | OPEN |
| رقم الأكسشن: | edsair.doi.dedup.....3d0efe28785fd88b2bf9a83f96a215cb |
| قاعدة البيانات: | OpenAIRE |
| تدمد: | 21487456 |
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