The Effect of Reading Motivations of 6th, 7th and 8th Grade Students on Reading Attitudes: A Structural Equation Modeling

Baki, Yasemin

doi:10.15345/iojes.2018.01.002

Cited by 6 publications

(8 citation statements)

References 61 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Attitudes and motivation toward reading will lead students to a greater possibility for success (Akkaya & Kirmizi, 2010). The relationship between students' attitudes toward reading and their reading and comprehension achievement has been extensively researched in the literature (ARICAK., 2008;Azizi et al, 2020;Baki, 2018;Hashemi & Na, 2020;McKenna & Kear, 1990;Roomy & Alhawsawi, 2019;Rosales, 2020;Zaccoletti et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

Direct reading thinking activity and students’ reading comprehension: An experimental research

Purwandari

2022

RILL

View full text Add to dashboard Cite

The aim of this research is to find out the role of DRTA and Reading Attitude in improving students’ reading comprehension. Quasi-experimental design was used to establish the effect of method and attitude on students’ reading comprehension. Four classes of management were selected ,and assigned as experimental and control group, The experimental group were taught using DRTA and control classes were taught using regular method. ANOVA was used to examine the influence of the main effects and interaction effects of method and attitude on students’ reading comprehension. The result indicated that there was a significant difference effect between DRTA and Regular Method on students’ reading comprehension. DRTA was more effective in improving reading comprehension. There was, however, no significant difference in students' reading comprehension based on their attitude. This study also found a significant difference effect on students' reading comprehension based on the interaction between method and attitude. DRTA method was to be effective in students with low attitude, while the high attitude was more prone to conventional method.

show abstract

Section: Introductionmentioning

confidence: 99%

Direct reading thinking activity and students’ reading comprehension: An experimental research

Purwandari

2022

RILL

View full text Add to dashboard Cite

show abstract

“…Previous researchers (Dong & Hu, 2019;Molla et al, 2020;Resilla, 2018) tried to elaborate about relationship between gender and reading ability. The findings shown that female students performed better in reading literacy than male students (Baki, 2018;Resilla, 2018). However, the finding differed from Molla et al, (2020) who founded that was no significant relationship between gender and student reading abilities.…”

Section: Student Factormentioning

confidence: 79%

“…This is because, external factors such as parental involvement at home (Dawkins, 2017), the influence of schools such as lack of infrastructure (Sukasni & Efendy, 2017) and the student factor itself (Chen et al, 2019) also presided over the reading ability factors. Past studies have tried to identify the association between reading and student motivation (Baki, 2018) teacher quality (Rosser, 2018), and gender as an indicator that influences reading abilities (Molla et al, 2020). There are also studies that try to associate students' reading abilities with family factors such as family socioeconomic levels (Nawas, 2019) the level of parents' education (Aditomo & Hasugian, 2018) and early literacy activities such as reading storybook to children before they go to bed (Wijayanti, 2020).…”

Section: Problem Statementmentioning

confidence: 99%

“…The table below shown indicators tested by previous researchers regarding school factors. Molla et al, 2020;Nancy Anak Gumbang & Zamri Mahamod, 2017;Shin et al, 2017) 3 Source related to Literacy (Aditomo & Hasugian, 2018;Baki, 2018;Dafit et al, 2020;Lam et al, 2016;Mahzan Arshad & Sook Ching, 2017;Mohamad Isa Azis et al, 2019;Molla et al, 2020;Pitoyo, 2020;Shin et al, 2017;Springer et al, 2017;Wijayanti, 2020) 4 School Leadership (Dong & Hu, 2019;Li et al, 2016;Shin et al, 2017) 5 Teacher Involvement (Dong & Hu, 2019;Li et al, 2016;Shin et al, 2017) 6 School Infrastructure and Facilities (Aditomo & Hasugian, 2018;Baki, 2018;Che Nidzam Che Ahmad et al, 2016;Dafit et al, 2020;Dong & Hu, 2019;Li et al, 2016;Mohamad Isa Azis et al, 2019;Molla et al, 2020;Pitoyo, 2020;Springer et al, 2017;Wijayanti, 2020) 7 Culture of Literacy in Schools (Aditomo & Hasugian, 2018;Baki, 2018;Dafit et al, 2020;Lam et al, 2016;Manaf, 2018;Nugrahanto & Zuchdi, 2018;Pitoyo, 2020;Springer et al, 2017;…”

Section: School Factormentioning

confidence: 99%

See 1 more Smart Citation

Meta-analysis of Reading Abilities Factors

Ghani,

Jamian,

Abdul Jobar

2022

ICCCM JSSH

View full text Add to dashboard Cite

Reading activity is an active process that requires a continuous process of understanding, evaluation, and interpretation of a message. This process involves a combination of several skills such as linguistic skills, cognitive skills and meta-cognitive skills that help the process of understanding and evaluation can be done continuously. Reading ability, on the other hand, involves the level of competence, skill, or ability of students. This level of reading ability depends on the competency of the student to understand or respond to the reading material. Nevertheless, it is undeniable that there are many factors that influence a student’s reading ability. Therefore, this paper will perform a meta-analysis by using literature review to collect information related to students' reading ability factors. The literature review involved reading and collecting relevant materials or resources in written form such as journals and past studies by scholars from many countries. Therefore, only 44 articles from 2016-2021 with relevant and significant information related to reading ability factors were selected. The results obtained can help researchers mastering the factors of reading ability in more depth. After an in-depth analysis, there are four factors of reading ability that have been identified which is family factor, teacher factor, school factor and students’ factor.

show abstract

“…Araştırma sonuçları okuma motivasyonunun yüksek olmasının okumaya yönelik olumlu tutum gelişimini de etkilediğini göstermektedir (Baki, 2018). Bu bakımdan okuma motivasyonunun belirlenmesi öğrencilerin bireysel farklılıklarının anlaşılması, evde veya okulda okuryazarlık deneyimlerine yardımcı olunabilmesi bakımından önemlidir (Baker ve Wigfield, 1999).…”

Section: Suggestionsunclassified

Improving Children’s Reading Skills, Motivation and Attitudes by Works Based on Story Poems

DİKMEN¹,

Kartal

2021

Okuma Yazma Eğitimi Araştırmaları

View full text Add to dashboard Cite

The aim of the present study is to improve primary school second grade students' reading skills with works based on poetic expression, to increase their reading motivation and to develop a positive attitude towards reading. The research is designed as an action research. To form the study group, the Reading Motivation Profile Scale and the Reading Attitude Scale were administered to 156 second grade students in a primary school and those with low scores in reading motivation and attitude were identified. Among these students whose Turkish lecture grades were not very good were determined, and a study group of five people was formed by interviewing their classroom teachers and determining their reading skills. With students in a working group were worked six hours in a day during eight weeks. In order to improve the students' reading skills, reading motivation and attitudes towards reading, studies were carried out with the method of dialogue-based reading method and story mapping method with children's picture books written in poetic language. At the end of the application, it was determined that the reading motivation of the students in the study group increased, their attitudes towards reading were positive, the number of correct words that they read per minute and the rate of recognition of words were increased, three students' reading comprehension level progressed from anxiety level to free level and two students' level progressed to the educational level in the study group.

show abstract

The Effect of Reading Motivations of 6th, 7th and 8th Grade Students on Reading Attitudes: A Structural Equation Modeling

Cited by 6 publications

References 61 publications

Direct reading thinking activity and students’ reading comprehension: An experimental research

Direct reading thinking activity and students’ reading comprehension: An experimental research

Meta-analysis of Reading Abilities Factors

Improving Children’s Reading Skills, Motivation and Attitudes by Works Based on Story Poems

Contact Info

Product

Resources

About