Examination of Factors Affecting Students’ Reading-Comprehension Achievement with Structural Equation Modeling

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dc.contributor.authorHakan Ülper
dc.contributor.authorGökhan Çetinkaya
dc.contributor.authorAyhan Dikici
dc.date.accessioned2019-08-01T13:38:39Z
dc.date.available2019-08-01T13:38:39Z
dc.date.issued2018
dc.departmentNiğde ÖHÜ
dc.description.abstractIt is noted in the light of several studies associated with the readingcomprehension 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.
dc.identifier.endpage442
dc.identifier.issn2148-7456
dc.identifier.issue3
dc.identifier.startpage428
dc.identifier.trdizinid292067
dc.identifier.urihttps://app.trdizin.gov.tr/makale/TWpreU1EWTNOdz09
dc.identifier.urihttps://hdl.handle.net/11480/2354
dc.identifier.volume5
dc.indekslendigikaynakTR-Dizin
dc.institutionauthor[0-Belirlenecek]
dc.language.isoen
dc.relation.ispartofInternational Journal of Assessment Tools in Education
dc.relation.publicationcategoryMakale - Ulusal Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.subjectEğitim
dc.subjectEğitim Araştırmaları
dc.titleExamination of Factors Affecting Students’ Reading-Comprehension Achievement with Structural Equation Modeling
dc.typeArticle

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