Testing the KAPS model of reading comprehension in a Turkish elementary school context from low socioeconomic background

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dc.contributor.authorYıldırım, Kasım
dc.contributor.authorÇetinkaya, Fatih Çetin
dc.contributor.authorAteş, Seyit
dc.contributor.authorKaya, Dudu
dc.contributor.authorRasinski, Timothy
dc.date.accessioned2020-04-30T13:33:29Z
dc.date.available2020-04-30T13:33:29Z
dc.date.issued2020
dc.departmentDÜ, Eğitim Fakültesi, İlköğretim Bölümüen_US
dc.description.abstractThis correlational study aimed to explore the relations of background knowledge, automaticity (rate), prosody, and strategy use with reading comprehension (KAPS model of reading comprehension) in the written Turkish language context with 207 fourth grade students. Successful comprehension requires readers to make meaning out of what they read. Our KAPS model of reading comprehension hypothesizes relations of background knowledge, fluency components (rate and prosody), and strategy use with reading comprehension components (literal and deep) in the Turkish language and addresses the direct effects of these predictors on the reading comprehension of fourth grade students. The results showed that, whereas fluency and strategy use made statistically significant contributions to reading comprehension, background knowledge did not. Based on the results, the study affirms the importance of automaticity in word recognition, prosody, and comprehension strategies in contributing to reading comprehension in Turkish and, as such, should be given priority for literacy instruction in Turkish. © 2020 by the authors. Licensee MDPI, Basel, Switzerland.en_US
dc.description.sponsorshipFunding: No external funding was received for this research.en_US
dc.identifier.doi10.3390/educsci10040090en_US
dc.identifier.issn2227-7102
dc.identifier.issue4en_US
dc.identifier.scopusqualityQ2en_US
dc.identifier.urihttps://dx.doi.org/10.3390/educsci10040090
dc.identifier.urihttps://hdl.handle.net/20.500.12684/655
dc.identifier.volume10en_US
dc.indekslendigikaynakScopusen_US
dc.language.isoenen_US
dc.publisherMDPI AGen_US
dc.relation.ispartofEducation Sciencesen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectBackground knowledge; Comprehension strategy use; KAPS model; Reading comprehension; Reading fluencyen_US
dc.titleTesting the KAPS model of reading comprehension in a Turkish elementary school context from low socioeconomic backgrounden_US
dc.typeArticleen_US

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