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Article

Testing the KAPS Model of Reading Comprehension in a Turkish Elementary School Context from Low Socioeconomic Background

1
Department of Elementary Education, Mugla Sitki Kocman University, 48000 Mentese/Mugla, Turkey
2
Department of Elementary Education, Duzce University, 81620 Duzce, Turkey
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Department of Elementary Education, Gazi University, 06500 Yenimahalle/Ankara, Turkey
4
Department of Elementary Education, Pamukkale University, 20160 Pamukkale, Turkey
5
Department of Literacy Education, Kent State University, Kent, OH 44242, USA
*
Author to whom correspondence should be addressed.
Educ. Sci. 2020, 10(4), 90; https://doi.org/10.3390/educsci10040090
Received: 23 February 2020 / Revised: 17 March 2020 / Accepted: 23 March 2020 / Published: 27 March 2020
(This article belongs to the Special Issue Reading Fluency)
This 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. View Full-Text
Keywords: reading comprehension; KAPS model; comprehension strategy use; reading fluency; background knowledge reading comprehension; KAPS model; comprehension strategy use; reading fluency; background knowledge
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MDPI and ACS Style

Yildirim, K.; Cetinkaya, F.C.; Ates, S.; Kaya, D.; Rasinski, T. Testing the KAPS Model of Reading Comprehension in a Turkish Elementary School Context from Low Socioeconomic Background. Educ. Sci. 2020, 10, 90. https://doi.org/10.3390/educsci10040090

AMA Style

Yildirim K, Cetinkaya FC, Ates S, Kaya D, Rasinski T. Testing the KAPS Model of Reading Comprehension in a Turkish Elementary School Context from Low Socioeconomic Background. Education Sciences. 2020; 10(4):90. https://doi.org/10.3390/educsci10040090

Chicago/Turabian Style

Yildirim, Kasim, Fatih Cetin Cetinkaya, Seyit Ates, Dudu Kaya, and Timothy Rasinski. 2020. "Testing the KAPS Model of Reading Comprehension in a Turkish Elementary School Context from Low Socioeconomic Background" Education Sciences 10, no. 4: 90. https://doi.org/10.3390/educsci10040090

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