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

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dc.contributor.authorUlper, Hakan
dc.contributor.authorCetinkaya, Gokhan
dc.contributor.authorDikici, Ayhan
dc.date.accessioned2024-11-07T13:32:44Z
dc.date.available2024-11-07T13:32:44Z
dc.date.issued2018
dc.departmentNiğde Ömer Halisdemir Üniversitesi
dc.description.abstractIt 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.
dc.identifier.doi10.21449/ijate.404205
dc.identifier.endpage442
dc.identifier.issn2148-7456
dc.identifier.issue3
dc.identifier.startpage428
dc.identifier.urihttps://doi.org/10.21449/ijate.404205
dc.identifier.urihttps://hdl.handle.net/11480/15574
dc.identifier.volume5
dc.identifier.wosWOS:000450369300004
dc.identifier.wosqualityN/A
dc.indekslendigikaynakWeb of Science
dc.language.isoen
dc.publisherIzzet Kara
dc.relation.ispartofInternational Journal of Assessment Tools in Education
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.snmzKA_20241106
dc.subjectFluent reading
dc.subjectComprehension
dc.subjectAcademic achievement
dc.subjectStructural equation modelling
dc.titleExamination of Factors Affecting Students' Reading-Comprehension Achievement with Structural Equation Modeling
dc.typeArticle

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