İlkokul Dördüncü Sınıf Öğrencilerinin Okuma Kaygıları, Akıcılıkları, Motivasyonları ve Okuduğunu Anlamaları Arasındaki İlişkiler

Bu araştırmanın amacı okuma kaygısı, okuma akıcılığı, okuduğunu anlama ve okuma motivasyonu arasındaki ilişkileriincelemektir. Çalışmanın katılımcıları ilkokul dördüncü sınıfta öğrenim gören 128 öğrenciden oluşmaktadır. Yordayıcı korelasyonel araştırma desenine dayalı olarak temellendirilen bu çalışmada içsel ve dışsal motivasyon, okuma kaygısı, okumaakıcılığı ve okuduğunu anlama arasındaki doğrudan ve dolaylı ilişkilerle ilgili hipotezleri test etmek için yapısal eşitlikmodellemesi kullanılmıştır. Elde edilen bulgulara göre içsel motivasyonun okuduğunu anlama üzerinde anlamlı ve pozitif biretkiye, dışsal motivasyonun okuma akıcılığı üzerinde pozitif ve anlamlı bir etkiye sahip olduğu belirlenmiştir. Diğer taraftan dışsalmotivasyon okuduğunu anlamanın doğrudan bir yordayıcısı değilken, okuma akıcılığı üzerinden okuduğunu anlamayı pozitifyönde etkilediği saptanmıştır. Bir başka bulguya göre de, okuma akıcılığının okuduğunu anlama üzerinde pozitif ve anlamlı bir etkiye, okuma kaygısı üzerinde negatif ve anlamlı bir etkiye sahip olduğu belirlenmiştir. Okuma kaygısının, okuduğunu anlamayıanlamlı ve negatif yönde etkilemesi araştırmanın bir başka bulgusudur.

Relationships among Fourth Graders’ Reading Anxiety, Reading Fluency, Reading Motivation, and Reading Comprehension

The aim of the current study was to examine the interrelations among reading anxiety, reading comprehension, reading fluency and reading motivation. In this study that is based on a predictive correlational design, the participants were made up of 128 fourth grade students. Structural equation modeling was performed to test our hypotheses regarding the direct and indirect relationships among intrinsic and extrinsic motivation, reading anxiety, reading fluency, and reading comprehension. The results showed that internal motivation has a substantial and positive effect on reading comprehension. Extrinsic motivation has a substantial positive effect on reading fluency. On the other hand, while extrinsic motivation is not a direct substantial predictor of reading comprehension, it has an indirect positive effect on reading comprehension. This relationship is mediated by reading fluency. Furthermore, reading fluency has a substantial and positive effect on reading comprehension and has a substantial and negative effect on reading anxiety. Finally, reading anxiety has a substantial and adverse effect on reading comprehension.

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Eğitim ve Bilim-Cover
  • ISSN: 1300-1337
  • Yayın Aralığı: Yılda 4 Sayı
  • Yayıncı: Türk Eğitim Derneği (TED) İktisadi İşletmesi
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