2016
DOI: 10.15390/eb.2016.6303
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A Structural Equation Model to Explain the Effect of Fluent Reading, Literal Comprehension and Inferential Comprehension Levels of Elementary School 4th Grade Students on Success in Problem Solving

Abstract: İlkokul 4. Sınıf öğrencilerinin akıcı okuma, basit anlama ve çıkarımsal anlama düzeylerinin problem çözme başarısına etkilerini belirlemek amacıyla yapılan bu çalışmada yapısal eşitlik modeli kullanılmıştır. Araştırmanın örneklemini 279 ilkokul 4. Sınıf öğrencisi oluşturmaktadır. Araştırmada doğru okuma yüzdesi ve okuma hızını ölçmek amacıyla bir okuma parçası, prozodik okuma ölçeği, basit anlama ölçeği, çıkarımsal anlama ölçeği ve problem çözme ölçeği olmak üzere toplam 5 ölçek kullanılmıştır. Araştırma sonuc… Show more

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Cited by 10 publications
(8 citation statements)
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“…It was concluded in the study that some of the students made the literal comprehension error. It was expected from the students to make inferential and evaluative sense beyond the literal comprehension in the problem; however, it is known that students who cannot comprehend the problem literally cannot comprehend it inferentially and evaluatively, either (Allen, [1]; Kinsch, [46]; Suk, [76]; Vacca, et al [77]; Ulu, [86]. Similar results were achieved in this study and the literal comprehension error brought about the wrong mathematical modeling.…”
Section: Discussion Conclusion and Recommendationssupporting
confidence: 80%
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“…It was concluded in the study that some of the students made the literal comprehension error. It was expected from the students to make inferential and evaluative sense beyond the literal comprehension in the problem; however, it is known that students who cannot comprehend the problem literally cannot comprehend it inferentially and evaluatively, either (Allen, [1]; Kinsch, [46]; Suk, [76]; Vacca, et al [77]; Ulu, [86]. Similar results were achieved in this study and the literal comprehension error brought about the wrong mathematical modeling.…”
Section: Discussion Conclusion and Recommendationssupporting
confidence: 80%
“…who, what, where, when, how) in the text. In the study conducted by Ulu [86], it was seen that reading rate, accuracy reading percentage and prosodic reading skill have an impact on literal comprehension skill. It was concluded in the study that some of the students made the literal comprehension error.…”
Section: Discussion Conclusion and Recommendationsmentioning
confidence: 98%
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“…Reading comprehension, in any language, is the cognitive process of simultaneously extracting and constructing meaning through interaction and involvement with written texts [1][2][3]. Reading comprehension is often viewed as a binary capability involving literal and inferential comprehension outcomes.…”
Section: Introductionmentioning
confidence: 99%
“…During listening, these two processes typically work as an "interactive-compensatory" mechanism, under the limitations of the capacity of the working memory (Field, 2004;Lau, 2017;Vandergrift, 2004). Further, as is the case with reading comprehension, researchers generally distinguish between literal and inferential listening comprehension skills (Kim, 2016;Ulu, 2016). Literal listening refers to the understanding of the explicit meaning and mainly requires the accurate storage of information, such as recalling details or facts from a text passage.…”
Section: Listening Comprehension Skillsmentioning
confidence: 99%