The Investigation of 5th Grade Turkish Students- Comprehension Scores According to Different Variables
The aim of this study is to examine the reading
comprehension scores of Turkish 5th grade students according to the
variables given in the student questionnaire. In this descriptive
survey study research participated 279 5th grade students, who
studied at 10 different primary schools in four provinces of Ankara in
2008-2009 academic year. Two different data collection tools were
made use of in the study: “Reading Comprehension Test" and
“Student Information Questionnaire". Independent sample t-test, oneway
Anova and two-way Anova tests were used in the analyses of
the gathered data. The results of the study indicate that the reading
comprehension scores of the students differ significantly according to
sex of the students, the number of books in their houses, the
frequency of summarizing activities on the reading text of free and
the frequency reading hours provided by their teachers; but, differ
not significantly according to educational level of their mothers and
fathers.
[1] Ko├º, S.& M├╝ft├╝o─ƒlu, G. (1998). Dinleme ve okuma ö─ƒretimi: T├╝rk├ºe
ö─ƒretimi. Eski┼ƒehir: Anadolu ├£niversitesi, A├º─▒k ├û─ƒretim Fak├╝ltesi
Yay─▒nlar─▒, 53-70.
[2] Baumgartner, T., Lipowski, M. B., & Christy, R. (2003). Increasing
reading achievement of primary and middle school student through
ifferentiated ─▒nstruction. Retrieved January 17, 2010, from
http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01
/000019b/80/1b/47/2c.pdf
[3] Gutheri, J.T., Schaefer, W. D. & Hunag, C. (2002). Benefits of
opportunity to read and balance instruction on the NAEP. The Journal
of Education Research, 94 (3), 145-162.
[4] Moats, L. C., (2001). When older students can-t read. Educatioanlş
Leadership, 58 (6), 36-40
[5] Reidel, J., Tomaszewski, T. & Weaver, D. (2003). Improving student
academic reading achievement throug the use of multiple intelligent
teaching strategies. Retrieved January 17, 2010 from
http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01
/ 000019b/80/1b/54/92.pdf
[6] Fredriksson, U. (2002). Reading skills among students of immigrant
origin in Stockholm. Unpublished Doctoral Dissertation, Stockholm
University, Stockholm.
[7] Geske, A. & Ozola, A. (2009).Different influence of contextual
educational factors on boys- and girls- reading achievement. US-China
Education Review, 6 (4), 38-44
[8] Lynch, J. (2002). Parents- self-efficacy beliefs, parents- gender,
children-s reader self-perceptions, reading achievement and gender.
Journal of Research in Reading, 25 (1), 54-67.
[9] Mullis, I. V. S., Martin, M. O., Kennedy, A. M. & Foy P. (2007). IEA-s
progress in international reading literacy study in primary school in 40
countries. Chestnut Hill, MA: TIMSS & PIRLS International Study
Center, Boston College.
[10] Phakiti, A. (2003). A closer at gender and strategy use in L2 reading.
Language Learning. 53 (4), 649-703.
[11] Brantmeier, C. A. (2000). The releationship between readers- gender,
passage content, comprehension and strategy use in reading Spanish as
a second language. Unpublished Doctoral Dissertation, University of
Indiana.
[12] Moss, G. (2000). Raising boys- attainment in reading some principles for
intervention. Reading, 34 (3), 101-106.
[13] Rothman, S. (2002). Achievement in litercay and numeracy by
Australian 14 year-olds, 1975-1998.(Report No. LSAY- 29) Victoria:
Australian Council for Educational Research. (ERIC Document
Reproduction Service No. ED473755)
[14] Sallaba┼ƒ, M. E. (2008). ─░lkö─ƒretim 8. s─▒n─▒f ö─ƒrencilerinin okumaya
yönelik tutumlar─▒ ve okudu─ƒunu anlama becerileri aras─▒ndaki ili┼ƒki.
─░nön├╝ ├£niversitesi, E─ƒitim Fak├╝ltesi Dergisi, 9(16), 141-155.
[15] Cambourne, B. (2001). Why do some stedent fail to read? Ockham-s
razor and the conditions of learning. Reading Teacher, 54(8), 784- 786.
[16] Miedel, W. & Reynolds, A. (1998). Parent involvement in early
intervention for disadvantaged children: Does it matter? Journal of
SchoolPsychology, 37 (4), 379-402.
[17] Alldred, P., & Edwards, R. (2000). A Typology of parental involvement
in education centering on children and young people: Negotiating
familialisation, institutionalisation and individualisation. British Journal
of Sociology of Education, 21 (3), 435-455.
[18] Hawes, C. A. & Plourde, L., A. (2005) Parental Involvement and Its
Influence on the Reading Achievement of 6th Grade Students. Reading
Improvement, 42, 47-52
[19] De Jong, P. & Leseman, P. (2001). Lasting effects of home literacy on
reading achievement in school. Journal of School Psychology, 39 (5),
389-414.
[20] Kohl, G., Lengua, L., & McMahon, R. (2000). Parent involvement in
school conceptualizing multiple dimensions and their relations with
family and demographic risk factors. Journal of School Psychology, 38
(6), 501-523.
[21] Stephenson, K. A., Parrila, R. K., Georgiou, G K. & Kirby, J. R.
(2008). Effects of Home Literacy, Parents-Beliefs, and Children-s Task
Focused Behavior on Emergent Literacy and Word Reading Skills.
Sc─▒ent─▒f─▒c Stud─▒es Of Read─▒ng, 12(1), 24-50.
[22] Johnson, L.S. (1981). Naturally acquired learned helplessness: The
relationship of school failure to achievement behavior, attributions, and
self-concept. Journal of Educational Psychology, 73, 174- 180.
[23] Martinez, S. R., Ar─▒cak, O. T. & Jewell, J. (2008). Influence of reai─▒ng
atti─▒tude on reading achievement:a test of the temporali─▒nteract─▒on
model, Psychology in the Schools, 45(10), 1010-1022.
[24] Aslano─ƒlu, A. E. (2007). PIRLS 2001 T├╝rkiye verilerine göre 4. s─▒n─▒f
ö─ƒrencilerinin okudu─ƒunu anlama becerileriyle ili┼ƒkili faktörler.
Unpublished Doctoral Dissertation, Universitiy of Ankara, Ankara.
[25] Johansone, I.& Foy, P. (2003). PIRLS 2001 results in the context of the
European Union Expansion. Hamburg: IEA Data Processing Center
[26] Myrberg, E. & Rosen, M. (2008). A path model with mediating factors
of parents- education on students-reading achievement in seven
countries. Educational Research and Evaluation, 14 (6), 507 520
[27] Schagen. I. (2004). Multilevel analysis of PIRLS data for England.
NFER Center. England.
[28] Elley, W.B. (1992). How in the world do students read?. Hamburg,
Germany: International Association for the Evaluation of Educational
Achievement.
[29] Barnett, J.E., & Irwin, L. (1994). The effects of classroom activities on
elementary students- reading attitudes. Reading Improvement, 31, 113
121.
[1] Ko├º, S.& M├╝ft├╝o─ƒlu, G. (1998). Dinleme ve okuma ö─ƒretimi: T├╝rk├ºe
ö─ƒretimi. Eski┼ƒehir: Anadolu ├£niversitesi, A├º─▒k ├û─ƒretim Fak├╝ltesi
Yay─▒nlar─▒, 53-70.
[2] Baumgartner, T., Lipowski, M. B., & Christy, R. (2003). Increasing
reading achievement of primary and middle school student through
ifferentiated ─▒nstruction. Retrieved January 17, 2010, from
http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01
/000019b/80/1b/47/2c.pdf
[3] Gutheri, J.T., Schaefer, W. D. & Hunag, C. (2002). Benefits of
opportunity to read and balance instruction on the NAEP. The Journal
of Education Research, 94 (3), 145-162.
[4] Moats, L. C., (2001). When older students can-t read. Educatioanlş
Leadership, 58 (6), 36-40
[5] Reidel, J., Tomaszewski, T. & Weaver, D. (2003). Improving student
academic reading achievement throug the use of multiple intelligent
teaching strategies. Retrieved January 17, 2010 from
http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01
/ 000019b/80/1b/54/92.pdf
[6] Fredriksson, U. (2002). Reading skills among students of immigrant
origin in Stockholm. Unpublished Doctoral Dissertation, Stockholm
University, Stockholm.
[7] Geske, A. & Ozola, A. (2009).Different influence of contextual
educational factors on boys- and girls- reading achievement. US-China
Education Review, 6 (4), 38-44
[8] Lynch, J. (2002). Parents- self-efficacy beliefs, parents- gender,
children-s reader self-perceptions, reading achievement and gender.
Journal of Research in Reading, 25 (1), 54-67.
[9] Mullis, I. V. S., Martin, M. O., Kennedy, A. M. & Foy P. (2007). IEA-s
progress in international reading literacy study in primary school in 40
countries. Chestnut Hill, MA: TIMSS & PIRLS International Study
Center, Boston College.
[10] Phakiti, A. (2003). A closer at gender and strategy use in L2 reading.
Language Learning. 53 (4), 649-703.
[11] Brantmeier, C. A. (2000). The releationship between readers- gender,
passage content, comprehension and strategy use in reading Spanish as
a second language. Unpublished Doctoral Dissertation, University of
Indiana.
[12] Moss, G. (2000). Raising boys- attainment in reading some principles for
intervention. Reading, 34 (3), 101-106.
[13] Rothman, S. (2002). Achievement in litercay and numeracy by
Australian 14 year-olds, 1975-1998.(Report No. LSAY- 29) Victoria:
Australian Council for Educational Research. (ERIC Document
Reproduction Service No. ED473755)
[14] Sallaba┼ƒ, M. E. (2008). ─░lkö─ƒretim 8. s─▒n─▒f ö─ƒrencilerinin okumaya
yönelik tutumlar─▒ ve okudu─ƒunu anlama becerileri aras─▒ndaki ili┼ƒki.
─░nön├╝ ├£niversitesi, E─ƒitim Fak├╝ltesi Dergisi, 9(16), 141-155.
[15] Cambourne, B. (2001). Why do some stedent fail to read? Ockham-s
razor and the conditions of learning. Reading Teacher, 54(8), 784- 786.
[16] Miedel, W. & Reynolds, A. (1998). Parent involvement in early
intervention for disadvantaged children: Does it matter? Journal of
SchoolPsychology, 37 (4), 379-402.
[17] Alldred, P., & Edwards, R. (2000). A Typology of parental involvement
in education centering on children and young people: Negotiating
familialisation, institutionalisation and individualisation. British Journal
of Sociology of Education, 21 (3), 435-455.
[18] Hawes, C. A. & Plourde, L., A. (2005) Parental Involvement and Its
Influence on the Reading Achievement of 6th Grade Students. Reading
Improvement, 42, 47-52
[19] De Jong, P. & Leseman, P. (2001). Lasting effects of home literacy on
reading achievement in school. Journal of School Psychology, 39 (5),
389-414.
[20] Kohl, G., Lengua, L., & McMahon, R. (2000). Parent involvement in
school conceptualizing multiple dimensions and their relations with
family and demographic risk factors. Journal of School Psychology, 38
(6), 501-523.
[21] Stephenson, K. A., Parrila, R. K., Georgiou, G K. & Kirby, J. R.
(2008). Effects of Home Literacy, Parents-Beliefs, and Children-s Task
Focused Behavior on Emergent Literacy and Word Reading Skills.
Sc─▒ent─▒f─▒c Stud─▒es Of Read─▒ng, 12(1), 24-50.
[22] Johnson, L.S. (1981). Naturally acquired learned helplessness: The
relationship of school failure to achievement behavior, attributions, and
self-concept. Journal of Educational Psychology, 73, 174- 180.
[23] Martinez, S. R., Ar─▒cak, O. T. & Jewell, J. (2008). Influence of reai─▒ng
atti─▒tude on reading achievement:a test of the temporali─▒nteract─▒on
model, Psychology in the Schools, 45(10), 1010-1022.
[24] Aslano─ƒlu, A. E. (2007). PIRLS 2001 T├╝rkiye verilerine göre 4. s─▒n─▒f
ö─ƒrencilerinin okudu─ƒunu anlama becerileriyle ili┼ƒkili faktörler.
Unpublished Doctoral Dissertation, Universitiy of Ankara, Ankara.
[25] Johansone, I.& Foy, P. (2003). PIRLS 2001 results in the context of the
European Union Expansion. Hamburg: IEA Data Processing Center
[26] Myrberg, E. & Rosen, M. (2008). A path model with mediating factors
of parents- education on students-reading achievement in seven
countries. Educational Research and Evaluation, 14 (6), 507 520
[27] Schagen. I. (2004). Multilevel analysis of PIRLS data for England.
NFER Center. England.
[28] Elley, W.B. (1992). How in the world do students read?. Hamburg,
Germany: International Association for the Evaluation of Educational
Achievement.
[29] Barnett, J.E., & Irwin, L. (1994). The effects of classroom activities on
elementary students- reading attitudes. Reading Improvement, 31, 113
121.
@article{"International Journal of Business, Human and Social Sciences:57806", author = "Omer Kutlu and Ozen Yildirim and Safiye Bilican", title = "The Investigation of 5th Grade Turkish Students- Comprehension Scores According to Different Variables", abstract = "The aim of this study is to examine the reading
comprehension scores of Turkish 5th grade students according to the
variables given in the student questionnaire. In this descriptive
survey study research participated 279 5th grade students, who
studied at 10 different primary schools in four provinces of Ankara in
2008-2009 academic year. Two different data collection tools were
made use of in the study: “Reading Comprehension Test" and
“Student Information Questionnaire". Independent sample t-test, oneway
Anova and two-way Anova tests were used in the analyses of
the gathered data. The results of the study indicate that the reading
comprehension scores of the students differ significantly according to
sex of the students, the number of books in their houses, the
frequency of summarizing activities on the reading text of free and
the frequency reading hours provided by their teachers; but, differ
not significantly according to educational level of their mothers and
fathers.", keywords = "Primary School Education, Reading, ReadingComprehension.", volume = "4", number = "6", pages = "1115-5", }
