Araştırma Makalesi
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Yıl 2024, Cilt: 17 Sayı: 2, 307 - 323, 30.04.2024

Emine Sur Emre Ünal

https://doi.org/10.30831/akukeg.1276067

Öz

Kaynakça

  • Agustiani, I, W. D. (2017). The correlation between students’ reading attitude and their reading comprehension achievement. English Community Journal, 1(2), 75–85.
  • Ainley, M. (2006). Connecting with learning: motivation, affect, and cognition in interest processes. Educational Psychology Review, 18, 391–405. https://doi.org/10.1007/s10648-006-9033-0
  • Ajzen, I. & Fishbein, M. (2005). The influence of attitudes on behavior. Dolores Albarracin, Blair T. Johnson and Mark P. Zanna (Ed.). The handbook of attitudes (pp.173–221). Mahwah: Lawrence Erlbaum Associates.
  • Akhmetova, A., Imambayeva, G. & Csapo, B. (2022). A study of reading attitude and reading achievement among young learners in middle school. Heliyon, 8, 1-11.
  • Alexander, J. E. & Filler, R.C. (1976). Attitude and reading. DE: International Reading Association.
  • Appleton, J. J., Chrıstenso, S. L., & Furlong, M. J. (2008). Student engagement wıth school: crıtıcal conceptual and methodological issues of the construct. Psychology in the Schools, 45(5), 369–386.
  • Ateş, M. (2017). Examining the relationship between secondary school students’ reading comprehension levels and their academic achievement. International Journal of Educational Sciences, 4(12), 306–317.
  • Barber, A. T. & Klauda, S. L. (2020). How reading motivation and engagement enable reading achievement: policy ımplications. Policy Insights from the Behavioral and Brain Sciences, 7(1), 27–34.
  • Brozo, W. G., Shiel, G. & Topping, K. (2007). Engagement in reading: Lessons learned from three PISA countries. Journal of Adolescent and Adult Literacy, 51(4), 304–315.
  • Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2012). Scientific research methods. Pegem Academy.
  • Campbell, J. R., Voelkl, K. E. & Donahue, P. L. (1997). NAEP 1996 trends in academic progress (NCES Publication No. 97985). DC: U.S. Department of Education.
  • Chotitham, S. & Wongwanich, S. (2014). The reading attitude measurement for enhancing elementary school students’ achievement. Procedia - Social and Behavioral Sciences, 116, 3213–3217.
  • Clarke, A. T., Power, T. J., Blomhoffman, J., Dwyer, J. F., Kelleher & Novak, (2008). Kindergarten reading engagement. Journal of Applied School Psychology, 20(1), 131–144.
  • Conradi, K., Jang, B. G., Bryant, C., Craft, A. & McKenna, M. C. (2013). Measuring adolescents’ attitudes toward reading: a classroom survey. Journal of Adolescent and Adult Literacy, 56(7), 565–576.
  • Creswell, J. W. (2017). Introduction to mixed method research (Trans. M. Sözbilir). Ankara: Pegem Academy.
  • Çakıroğlu, O. & Palancı, M. (2015). Reading attitude scale: The reliability and validity study. International Journal of Human Sciences, 12(1), 1144–1156.
  • De Naeghel, J., Van Keer, H., Vansteenkiste, M., & Rosseel, Y. (2012). The relation between elementary students’ recreational and academic reading motivation, reading frequency, engagement, and comprehension: A self-determination theory perspective. Journal of Educational Psychology, 104(4), 1006
  • Eagly, A. H. & Chaiken, S. (1998). Attitude structure and function. In D. Gilbert, S. T. Fiske & G. Lindsey (Ed.). Handbook of social psychology (pp. 269–322). New York: McGraw-Hill.
  • Esmer, B. (2019). Relationship between reading comprehension and fluent reading, reader self-perception, commitment to reading and reader response [Published PhD thesis]. Gazi University Institute of Educational Sciences.
  • Fishbein, M. & Ajzen, I. (1975). Belief attitude, intention, and behavior. an introduction to theory and research. Reading, MA: Addison-Wesley
  • Guthrie, J. T., & Klauda, S. L. (2015). Engagement and motivational processes in reading. In P. Afflerbach (Ed.). Handbook of individual differences in reading: Reader, text, and context (pp. 41–53). Taylor & Francis: Routledge.
  • Guthrie, J. T., Van Meter, P., Hancock, G., Alao, S., Anderson, E., & McCann, A. (1998). Does concept-oriented reading instruction increase strategy use and conceptual learning from text. Journal of Educational Psychology, 90, 261– 278.
  • Guthrie, J. T. & Wigfield, A. (2000). Engagement and motivation in reading. In M. L. Kamil, P. B. Mosenthal, P. D. Pearson, and R. Barr (Ed.), Handbook of reading research, (pp. 403–422). United State: Lawrence Erlbaum Associates Publishers.
  • Guthrie, J. T., Wigfield, A., Barbosa, P., Perencevich, K. C., Taboada, A., Davis, M. H. (2004). Increasing reading comprehension and engagement through concept-oriented reading instruction. Journal of Educational Psychology, 96, 403–423.
  • Guthrie, J. T., Wigfield, A., & You, W. (2012). Instructional contexts for engagement and achievement in reading. In S. L. Christensen, A. L. Reschly, and C. Wylie (Ed.). Handbook of research on student engagement (pp. 601–634). Germany: Springer Science.
  • Hasançebi, B., Terzi, Y. & Küçük, Z. (2020). Distractor analysis based on item difficulty index and item discrimination index. Gumushane University Journal of Science Institute, 10(1), 224–240.
  • Hayes, A. F. (2018). Introduction to mediation, moderation, and conditional process analysis: A regression-based approach. (1. Edition). New York: Guilford publications.
  • Hu, L. T. & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1–55.
  • Jeffery, M. M. (2017). The relation between student engagement and reading attitude in an online high school learning environment [Unpublished PhD thesis].Submitted to the School of Education of Aurora University
  • Jimerson, S., Egeland, B., Stroufe, L. A. & Carlson, B. (2000). A prospective longitudinal study of high school dropouts: Examining multiple predictors across development. Journal of School Psychology, 38, 525–549.
  • Johnson, D. & Blair, A. (2003). The importance and use of student self-selected literature to reading engagement in an elementary reading curriculum. Reading Horizons: A Journal of Literacy and Language Arts, 43(3), 182–202.
  • Jöreskög, K. G. & Sörbom, D. (1993). LISREL 8: Structural equation modeling with the SIMPLIS command language. Scientific Software International.
  • Klauda, S. L. & Guthrie, J. T. (2015). Comparing relations of motivation, engagement, and achievement among struggling and advanced adolescent readers. Read and Writing, 28, 239–269.
  • Kline, R. B. (2011). Principles and practice of structural equation modeling. New York: Guilford Press.
  • Kush, J. C., Watkins, M. W. & Brookhart, S. M. (2005). The temporal-interactive influence of reading achievement and reading attitude. Educational Research and Evaluation, 11, 29–44.
  • Maughan, B., Rowe, R., Loeber, R. & Stouthamer-Loeber, M. (2003). Reading problems and depressed mod. Journal of Abnormal Child Psychology, 31(2), 219-29.
  • McKenna, M., & Kear, D. (1990). Measuring attitude toward reading: A new tool for teachers. Reading Teacher, 43, 626–639.
  • McKenna, M. C., Conradi, K., Lawrence, C., Jang, B. G., & Meyer, J. P. (2012). Reading attitudes of middle school students: results of a U.S. survey. Reading Research Quarterly, 47(3), 283–306.
  • McKenna, M. C. (1994). Toward a model of reading attitude acquisition. In E.H. Cramer and M. Castle (Ed.). Fostering the life-long love of reading: The affective domain in reading education (pp. 18–40). DE: International Reading Association.
  • McKenna, M. C., Kear, D. J. & Ellworth, R. A. (1995). Children’s attitudes toward reading: A national survey. Reading Research Quarterly, 30, 934–956.
  • Mullis, I. V. S., Martin, M. O., Foy, P. & Hooper, M. (2017). PIRLS 2016 international results in reading. Retrieved from http://timssandpirls.bc.edu/pirls2016/international-results/
  • Murtafi’ah, B. & Putro, N. H. P. S. (2019). A latent profile analysis of santri’s reading attitude and reading motivation. KnE Social Sciences 3(10), 388–399.
  • Ng, C. & Bartlett, B. (2017). Improving reading and reading engagement: an international focus. Clarence Ng Brendan Bartlett (Eds.). Improving reading and reading engagement in the 21st century (pp. 3–16). Springer Nature Singapore Pte Ltd.
  • OECD (2017). PISA 2015 Results (Volume III): Students’ Well-Being, PISA, OECD Publishing. https://doi. org/10.1787/9789264273856-en.
  • Petscher, Y. (2010). A meta-analysis of the relationship between student attitudes toward reading and achievement in reading. Journal of Research in Reading, 33(4), 335–355. https://doi.org/10.1111/j.1467-9817.2009.01418.x
  • Preacher, K. J. & Kelly, K. (2011). Effect size measures for mediation models: Quantitative strategies for communicating indirect effects. Psychological Methods, 16, 93–115.
  • Son, S. C., Baroody, A. E. & Opatz, M. O. (2023). Measuring preschool children’s engagement behaviors during classroom shared reading: Construct and concurrent validity of the shared reading engagement rating scale. Early Childhood Research Quarterly, 64, 47-60.
  • Smith, J. K., Smith, L. F., Gilmore, A. & Jameson, M. (2012). Students’ selfperception of reading ability, enjoyment of reading and reading achievement. Learning and Individual Differences, 22(2), 202–206.
  • Stratus, L. P. (2007). Adolescent reading engagement: predictors of eighth grade reading achievement on the 2007 NAEP with an examination of gender and ethnicity differences [Unpublished PhD thesis]. Claremont University, United States.
  • Sur, E. & Ateş, M. (2022). A systematic review regarding the impact of affective factors on reading success. International Online Journal of Education and Teaching (IOJET), 9(4). 1480-1512.
  • Susar Kırmızı, F. (2011). The relationship between reading comprehension strategies and reading attitudes. Education 3-13, 39(3), 289–303, https://doi.org/10.1080/03004270903514320
  • Sukarni, S. (2019). Reading attitude and ıts influence on students’ reading comprehension. Edukasi Jurnal Pendidikan dan Pengajaran, 6(1), 193–20.
  • Troy, J. & Carol, B. (2011). Reading engagement :a comparison between e-books and traditional print books in an elementary classroom. International Journal of Instruction, 2(4), 5–22.
  • Unrau, N. J. & Quirk, M. (2014). Reading motivation and reading engagement: clarifying commingled conceptions. Reading Psychology, 35(3), 260–284.
  • Uyar Aydın, C. & Balkan, S. (2022). İlkokul 4. sınıf öğrencilerinin okuma sıklığı ile eleştirel okuma becerileri arasındaki ilişki. SDU International Journal of Educational Studies, 9(1), 29-41 . DOI: 10.33710/sduijes.1083726
  • Wahyuni B, A. & Yuyu (2020). The effect of reading attitude toward students’ reading comprehension at the eighth grade of SMP Negeri 2 Baubau. English Education Journal (E2J), 6(2), 51-57.
  • Wantchekon, K. & Kim, J. S. (2019). Exploring heterogeneity in the relationship between reading engagement and reading comprehension by achievement level. Reading and Writing Quarterly, 35(6), 539–555.
  • Whitaker, S. K. (2009). Development and validation of the reading engagement survey [Unpublished master thesis]. University of Kentucky, United States.
  • Wigfield, A., Guthrie, J. T., Perencevich, K. C., Taboada, A., Klauda, S. L., McRae, A. & Barbosa, P. (2008). Role of reading engagement in mediating effects of reading comprehension instruction on reading outcomes. Psychology in the Schools, 45, 432–445.
  • Yılmaz, H. (2020). Examination of the relationship between the fluent reading level of primary school 4th grade students and their success in reading comprehension and non-routine problem solving [Unpublished master thesis]. Kırıkkale University, Kırıkkale.
  • Zhang, W. J. & Xin, T. (2012). A cross-culture comparison study of the impact of reading engagement on reading literacy: Based on PISA 2009 [Chinese]. Psychological Development and Education, 28, 175–183.
  • Zhao, W., Song, Y., Zhao, Q. & Zhang, R. (2019) The effect of teacher support on primary school students’ reading engagement: the mediating role of reading interest and Chinese academic self-concept. Educational Psychology, 39(2), 236–253.

The Mediating Role of Reading Attitude in the Relationship between Elementary School Students’ Reading Engagement and Reading Comprehension Skills

Yıl 2024, Cilt: 17 Sayı: 2, 307 - 323, 30.04.2024

Emine Sur Emre Ünal

https://doi.org/10.30831/akukeg.1276067

Öz

This study aimed to examine the effect of reading attitude and reading engagement on reading skills success, and the mediating role of reading attitude in the relationship between reading engagement and reading comprehension skills. The data of this research were collected in Spring 2021. The “Reading Success Scale,” “Reading Engagement Scale,” and “Reading Attitude Scale” were applied to 491 students from the Central Anatolia region in Turkey. The TAP and IBM SPSS 24 software were used to analyze data obtained from the scales used in the study, while the macro mediation test Process 3.5.3 developed by Hayes (2018) was used to measure the mediators in the study. A mediating role model was established in the study to evaluate the hypotheses Conclusion: Found that reading engagement affects reading comprehension significantly and positively; reading attitude does not have a significant effect on reading comprehension; reading engagement affects reading attitude significantly and positively; and that, in the absence of reading attitude, reading engagement has a positive and significant effect on reading success. Engagement to reading explains about 21% of the variation in reading attitude. The study finally recommends studying the role of different variables mediating the relationship between reading engagement and reading comprehension success.

Anahtar Kelimeler

Reading attitude reading comprehension reading engagement primary school.

Kaynakça

  • Agustiani, I, W. D. (2017). The correlation between students’ reading attitude and their reading comprehension achievement. English Community Journal, 1(2), 75–85.
  • Ainley, M. (2006). Connecting with learning: motivation, affect, and cognition in interest processes. Educational Psychology Review, 18, 391–405. https://doi.org/10.1007/s10648-006-9033-0
  • Ajzen, I. & Fishbein, M. (2005). The influence of attitudes on behavior. Dolores Albarracin, Blair T. Johnson and Mark P. Zanna (Ed.). The handbook of attitudes (pp.173–221). Mahwah: Lawrence Erlbaum Associates.
  • Akhmetova, A., Imambayeva, G. & Csapo, B. (2022). A study of reading attitude and reading achievement among young learners in middle school. Heliyon, 8, 1-11.
  • Alexander, J. E. & Filler, R.C. (1976). Attitude and reading. DE: International Reading Association.
  • Appleton, J. J., Chrıstenso, S. L., & Furlong, M. J. (2008). Student engagement wıth school: crıtıcal conceptual and methodological issues of the construct. Psychology in the Schools, 45(5), 369–386.
  • Ateş, M. (2017). Examining the relationship between secondary school students’ reading comprehension levels and their academic achievement. International Journal of Educational Sciences, 4(12), 306–317.
  • Barber, A. T. & Klauda, S. L. (2020). How reading motivation and engagement enable reading achievement: policy ımplications. Policy Insights from the Behavioral and Brain Sciences, 7(1), 27–34.
  • Brozo, W. G., Shiel, G. & Topping, K. (2007). Engagement in reading: Lessons learned from three PISA countries. Journal of Adolescent and Adult Literacy, 51(4), 304–315.
  • Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2012). Scientific research methods. Pegem Academy.
  • Campbell, J. R., Voelkl, K. E. & Donahue, P. L. (1997). NAEP 1996 trends in academic progress (NCES Publication No. 97985). DC: U.S. Department of Education.
  • Chotitham, S. & Wongwanich, S. (2014). The reading attitude measurement for enhancing elementary school students’ achievement. Procedia - Social and Behavioral Sciences, 116, 3213–3217.
  • Clarke, A. T., Power, T. J., Blomhoffman, J., Dwyer, J. F., Kelleher & Novak, (2008). Kindergarten reading engagement. Journal of Applied School Psychology, 20(1), 131–144.
  • Conradi, K., Jang, B. G., Bryant, C., Craft, A. & McKenna, M. C. (2013). Measuring adolescents’ attitudes toward reading: a classroom survey. Journal of Adolescent and Adult Literacy, 56(7), 565–576.
  • Creswell, J. W. (2017). Introduction to mixed method research (Trans. M. Sözbilir). Ankara: Pegem Academy.
  • Çakıroğlu, O. & Palancı, M. (2015). Reading attitude scale: The reliability and validity study. International Journal of Human Sciences, 12(1), 1144–1156.
  • De Naeghel, J., Van Keer, H., Vansteenkiste, M., & Rosseel, Y. (2012). The relation between elementary students’ recreational and academic reading motivation, reading frequency, engagement, and comprehension: A self-determination theory perspective. Journal of Educational Psychology, 104(4), 1006
  • Eagly, A. H. & Chaiken, S. (1998). Attitude structure and function. In D. Gilbert, S. T. Fiske & G. Lindsey (Ed.). Handbook of social psychology (pp. 269–322). New York: McGraw-Hill.
  • Esmer, B. (2019). Relationship between reading comprehension and fluent reading, reader self-perception, commitment to reading and reader response [Published PhD thesis]. Gazi University Institute of Educational Sciences.
  • Fishbein, M. & Ajzen, I. (1975). Belief attitude, intention, and behavior. an introduction to theory and research. Reading, MA: Addison-Wesley
  • Guthrie, J. T., & Klauda, S. L. (2015). Engagement and motivational processes in reading. In P. Afflerbach (Ed.). Handbook of individual differences in reading: Reader, text, and context (pp. 41–53). Taylor & Francis: Routledge.
  • Guthrie, J. T., Van Meter, P., Hancock, G., Alao, S., Anderson, E., & McCann, A. (1998). Does concept-oriented reading instruction increase strategy use and conceptual learning from text. Journal of Educational Psychology, 90, 261– 278.
  • Guthrie, J. T. & Wigfield, A. (2000). Engagement and motivation in reading. In M. L. Kamil, P. B. Mosenthal, P. D. Pearson, and R. Barr (Ed.), Handbook of reading research, (pp. 403–422). United State: Lawrence Erlbaum Associates Publishers.
  • Guthrie, J. T., Wigfield, A., Barbosa, P., Perencevich, K. C., Taboada, A., Davis, M. H. (2004). Increasing reading comprehension and engagement through concept-oriented reading instruction. Journal of Educational Psychology, 96, 403–423.
  • Guthrie, J. T., Wigfield, A., & You, W. (2012). Instructional contexts for engagement and achievement in reading. In S. L. Christensen, A. L. Reschly, and C. Wylie (Ed.). Handbook of research on student engagement (pp. 601–634). Germany: Springer Science.
  • Hasançebi, B., Terzi, Y. & Küçük, Z. (2020). Distractor analysis based on item difficulty index and item discrimination index. Gumushane University Journal of Science Institute, 10(1), 224–240.
  • Hayes, A. F. (2018). Introduction to mediation, moderation, and conditional process analysis: A regression-based approach. (1. Edition). New York: Guilford publications.
  • Hu, L. T. & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1–55.
  • Jeffery, M. M. (2017). The relation between student engagement and reading attitude in an online high school learning environment [Unpublished PhD thesis].Submitted to the School of Education of Aurora University
  • Jimerson, S., Egeland, B., Stroufe, L. A. & Carlson, B. (2000). A prospective longitudinal study of high school dropouts: Examining multiple predictors across development. Journal of School Psychology, 38, 525–549.
  • Johnson, D. & Blair, A. (2003). The importance and use of student self-selected literature to reading engagement in an elementary reading curriculum. Reading Horizons: A Journal of Literacy and Language Arts, 43(3), 182–202.
  • Jöreskög, K. G. & Sörbom, D. (1993). LISREL 8: Structural equation modeling with the SIMPLIS command language. Scientific Software International.
  • Klauda, S. L. & Guthrie, J. T. (2015). Comparing relations of motivation, engagement, and achievement among struggling and advanced adolescent readers. Read and Writing, 28, 239–269.
  • Kline, R. B. (2011). Principles and practice of structural equation modeling. New York: Guilford Press.
  • Kush, J. C., Watkins, M. W. & Brookhart, S. M. (2005). The temporal-interactive influence of reading achievement and reading attitude. Educational Research and Evaluation, 11, 29–44.
  • Maughan, B., Rowe, R., Loeber, R. & Stouthamer-Loeber, M. (2003). Reading problems and depressed mod. Journal of Abnormal Child Psychology, 31(2), 219-29.
  • McKenna, M., & Kear, D. (1990). Measuring attitude toward reading: A new tool for teachers. Reading Teacher, 43, 626–639.
  • McKenna, M. C., Conradi, K., Lawrence, C., Jang, B. G., & Meyer, J. P. (2012). Reading attitudes of middle school students: results of a U.S. survey. Reading Research Quarterly, 47(3), 283–306.
  • McKenna, M. C. (1994). Toward a model of reading attitude acquisition. In E.H. Cramer and M. Castle (Ed.). Fostering the life-long love of reading: The affective domain in reading education (pp. 18–40). DE: International Reading Association.
  • McKenna, M. C., Kear, D. J. & Ellworth, R. A. (1995). Children’s attitudes toward reading: A national survey. Reading Research Quarterly, 30, 934–956.
  • Mullis, I. V. S., Martin, M. O., Foy, P. & Hooper, M. (2017). PIRLS 2016 international results in reading. Retrieved from http://timssandpirls.bc.edu/pirls2016/international-results/
  • Murtafi’ah, B. & Putro, N. H. P. S. (2019). A latent profile analysis of santri’s reading attitude and reading motivation. KnE Social Sciences 3(10), 388–399.
  • Ng, C. & Bartlett, B. (2017). Improving reading and reading engagement: an international focus. Clarence Ng Brendan Bartlett (Eds.). Improving reading and reading engagement in the 21st century (pp. 3–16). Springer Nature Singapore Pte Ltd.
  • OECD (2017). PISA 2015 Results (Volume III): Students’ Well-Being, PISA, OECD Publishing. https://doi. org/10.1787/9789264273856-en.
  • Petscher, Y. (2010). A meta-analysis of the relationship between student attitudes toward reading and achievement in reading. Journal of Research in Reading, 33(4), 335–355. https://doi.org/10.1111/j.1467-9817.2009.01418.x
  • Preacher, K. J. & Kelly, K. (2011). Effect size measures for mediation models: Quantitative strategies for communicating indirect effects. Psychological Methods, 16, 93–115.
  • Son, S. C., Baroody, A. E. & Opatz, M. O. (2023). Measuring preschool children’s engagement behaviors during classroom shared reading: Construct and concurrent validity of the shared reading engagement rating scale. Early Childhood Research Quarterly, 64, 47-60.
  • Smith, J. K., Smith, L. F., Gilmore, A. & Jameson, M. (2012). Students’ selfperception of reading ability, enjoyment of reading and reading achievement. Learning and Individual Differences, 22(2), 202–206.
  • Stratus, L. P. (2007). Adolescent reading engagement: predictors of eighth grade reading achievement on the 2007 NAEP with an examination of gender and ethnicity differences [Unpublished PhD thesis]. Claremont University, United States.
  • Sur, E. & Ateş, M. (2022). A systematic review regarding the impact of affective factors on reading success. International Online Journal of Education and Teaching (IOJET), 9(4). 1480-1512.
  • Susar Kırmızı, F. (2011). The relationship between reading comprehension strategies and reading attitudes. Education 3-13, 39(3), 289–303, https://doi.org/10.1080/03004270903514320
  • Sukarni, S. (2019). Reading attitude and ıts influence on students’ reading comprehension. Edukasi Jurnal Pendidikan dan Pengajaran, 6(1), 193–20.
  • Troy, J. & Carol, B. (2011). Reading engagement :a comparison between e-books and traditional print books in an elementary classroom. International Journal of Instruction, 2(4), 5–22.
  • Unrau, N. J. & Quirk, M. (2014). Reading motivation and reading engagement: clarifying commingled conceptions. Reading Psychology, 35(3), 260–284.
  • Uyar Aydın, C. & Balkan, S. (2022). İlkokul 4. sınıf öğrencilerinin okuma sıklığı ile eleştirel okuma becerileri arasındaki ilişki. SDU International Journal of Educational Studies, 9(1), 29-41 . DOI: 10.33710/sduijes.1083726
  • Wahyuni B, A. & Yuyu (2020). The effect of reading attitude toward students’ reading comprehension at the eighth grade of SMP Negeri 2 Baubau. English Education Journal (E2J), 6(2), 51-57.
  • Wantchekon, K. & Kim, J. S. (2019). Exploring heterogeneity in the relationship between reading engagement and reading comprehension by achievement level. Reading and Writing Quarterly, 35(6), 539–555.
  • Whitaker, S. K. (2009). Development and validation of the reading engagement survey [Unpublished master thesis]. University of Kentucky, United States.
  • Wigfield, A., Guthrie, J. T., Perencevich, K. C., Taboada, A., Klauda, S. L., McRae, A. & Barbosa, P. (2008). Role of reading engagement in mediating effects of reading comprehension instruction on reading outcomes. Psychology in the Schools, 45, 432–445.
  • Yılmaz, H. (2020). Examination of the relationship between the fluent reading level of primary school 4th grade students and their success in reading comprehension and non-routine problem solving [Unpublished master thesis]. Kırıkkale University, Kırıkkale.
  • Zhang, W. J. & Xin, T. (2012). A cross-culture comparison study of the impact of reading engagement on reading literacy: Based on PISA 2009 [Chinese]. Psychological Development and Education, 28, 175–183.
  • Zhao, W., Song, Y., Zhao, Q. & Zhang, R. (2019) The effect of teacher support on primary school students’ reading engagement: the mediating role of reading interest and Chinese academic self-concept. Educational Psychology, 39(2), 236–253.
Toplam 62 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Üzerine Çalışmalar
Bölüm Makaleler
Yazarlar

Emine Sur 0000-0002-6594-8885

Emre Ünal 0000-0002-1213-3965

Erken Görünüm Tarihi 15 Nisan 2024
Yayımlanma Tarihi 30 Nisan 2024
Gönderilme Tarihi 3 Nisan 2023
Yayımlandığı Sayı Yıl 2024 Cilt: 17 Sayı: 2

Kaynak Göster

APA Sur, E., & Ünal, E. (2024). The Mediating Role of Reading Attitude in the Relationship between Elementary School Students’ Reading Engagement and Reading Comprehension Skills. Journal of Theoretical Educational Science, 17(2), 307-323. https://doi.org/10.30831/akukeg.1276067
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