Testing the Kaps Model of Reading Comprehension in a Turkish Elementary School Context from Low Socioeconomic Background
Bibliographic Data
| ID | 22045883 |
|---|---|
| Authors | Kasım Yıldırım (0000-0003-1406-709X, Muğla University, corresponding author), Fatih Cetin Cetinkaya (0000-0002-9843-6747, Düzce Üniversitesi), Seyit ATEŞ (0000-0002-4498-0376, Gazi University), Dudu Kaya Tosun (0000-0002-1929-9407, Pamukkale University), Dudu Kaya (Pamukkale University), Timothy V Rasinski (0000-0003-2560-3652, Kent State University), Timothy Rasinski (Kent State University) |
| Year | 2020 |
| Volume | 10 |
| Issue | 4 |
| Pages | 90 |
| Publication date | 2020-03-27 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci10040090 |
| OpenAlex | W3013851991 |
| Language | EN |
| Citations received | 1 |
| References cited | 29 |
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
Automaticity · Cognition · Cognitive psychology · Comprehension · Fluency · Linguistics · Mathematics education · Prosody · Reading comprehension · Speech recognition · Turkish · Computer Science · Educational Methods and Analysis · Psychology · Reading and Literacy Development · Second Language Acquisition and Learning
Teaching Reading
Relationships of three components of reading fluency to reading comprehension.
Testing and refining the direct and inferential mediation model of reading comprehension.
Clarifying Differences Between Reading Skills and Reading Strategies
Structural Equations with Latent Variables
Relationship between Oral Reading Fluency and Reading Comprehension among ESL Students
Is Fluent, Expressive Reading Important for High School Readers
Hypermedia reading strategies employed by advanced learners of English
Schema Theory and Knowledge-Based Processes in Second Language Reading Comprehension
| Unique citing works | 1 |
|---|---|
| Citations per year | 1 |
| Citation span | 2026 - 2026 (1) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 1 |