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ERIC Number: EJ1017082
Record Type: Journal
Publication Date: 2013-Aug-10
Pages: 5
Abstractor: As Provided
Reference Count: 31
ISBN: N/A
ISSN: ISSN-1990-3839
The Relationship of Reading Comprehension Success with Metacognitive Awareness, Motivation, and Reading Levels of Fifth Grade Students
Memis, Aysel; Bozkurt, Metin
Educational Research and Reviews, v8 n15 p1242-1246 Aug 2013
This research aims to investigate the relationship between metacognitive awareness, reading motivations, reading levels and reading comprehension success of fifth grade students using comparative relative scan model. There were 577 students. In the result of the research, in which data were collected with four scales, it was concluded that reading comprehension level of independent level readers was high and anxiety level decreases reading comprehension. There was not a differentiation in distribution according to sex and independent readers had the highest reading comprehension scores in both sexes. There is a moderately significant relation between reading comprehension and metacognitive reading comprehension, internal-external motivation and reading level. Metacognitive reading comprehension expresses 33% of total variance including internal-external motivation and reading level variables. According to standardized regression co-efficient, predictor variables on reading comprehension are reading level, metacognitive reading comprehension, external motivation and internal motivation respectively in significance order.
Academic Journals. e-mail: err@academic.journals.org; e-mail: service@academicjournals.org; Web site: http://academicjournals.org/ERR2
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 5
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Turkey