Main Article Content
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 first is the model which recognizes connectives knowledge as one dimension, the second is the model which recognize connectives knowledge along with its subdimensions. The study group of the research was composed of 263 secondary school students at a state school in Burdur province. In the study for data collection, connective test, fluent silent word reading test, fluent silent text reading test, reading comprehension test were used. For academic achievement official achievement scores of Turkish, Mathematics, Science and social studies courses are based on. 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. MANCOVA and ANCOVA analyses 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.
International Journal of Assessment Tools in Education
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).