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    Examination of Factors Affecting Students' Reading-Comprehension Achievement with Structural Equation Modeling
    (Izzet Kara, 2018) Ulper, Hakan; Cetinkaya, Gokhan; Dikici, Ayhan
    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.
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    Identifying the students' corrective textual actions towards teachers feedback
    (ELSEVIER SCIENCE BV, 2014) Ulper, Hakan; Cetinkaya, Gokhan; Laborda, JC; Ozdamli, F; Maasoglu, Y
    The aim of present research, to analyze deal of requirements that middle and high school students" fulfillments towards the teachers' feedback comparatively. Research was carried out two groups randomly determined one from middle and other from high school. These groups were asked to produce a short essay in text type. After these texts were collected and evaluated by researchers. Feedback was projected by making explanations on the paper. In the research carried out by ulper (2012), It is indicated that teachers give feedback according to content formation, coherence, word usage, language use, mechanical properties, paper order, holistic quality and text type category. This framework was based on feedback upon students' texts. In the middle stage, the texts were given back to the students and they were asked to rewrite the texts by making adjustments based on that feedbacks. In the last stage, all texts were collected and it was identified that the students' overwrites relating to which feedback categories. According to the result of our study, it has been evidently revealed that students require assistance when correcting. Besides, the students performed a higher rate of acceptable corrections for topic requiring less cognitive effort such as paper layout, mechanic properties. (C) 2013 The Authors. Published by Elsevier Ltd.