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

Ulu, Mustafa

doi:10.15390/eb.2016.6303

Cited by 10 publications

(8 citation statements)

References 48 publications

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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%

“…Kintsch [46] stated that individuals also set a situational model during inferential sense making and there is no difference between understanding a story and understanding a problem text while Staub and Reusser [74] suggested that comprehension strategies need to be set to work. In the studies conducted by Hite [36] and Ulu et al [86], it was seen that problem-solving achievement could be increased and errors could be mitigated by providing the comprehension strategies alone. Multitude of the problems due to inferential sense making in the study indicates that those strategies could be utilized during the understanding phase of the modeling.…”

Section: Discussion Conclusion and Recommendationsmentioning

confidence: 99%

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Examining the Mathematical Modeling Processes of Primary School 4th-Grade Students: Shopping Problem

Ulu¹

2017

ujer

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The purpose of this study is to identify primary school students' thinking processes within the mathematical modeling process and the challenges they encounter, if any. This is a basic qualitative research study conducted in a primary school in the city of Kütahya in the academic year of 2015-2016. The study group of the research was composed of 22 students at 4th-grade who were selected with criterion sampling which is a purposive sampling method. The study data were collected with the clinical interview method and reported using the content analysis. It was consequently found that the students constituted two groups as those who provided a realistic solution and those who could not. There were more students who could not provide a realistic solution. Those who couldn't provide realistic solution tried to construct the mental representation of real situation through literal comprehension, which became insufficient in revealing the hidden situations involved in the problem text. Not noticing the hidden actions in the text led them to form a mathematical equation without structuring the problem and thus their solutions were unrealistic. Those who could provide realistic solutions, on the other hand, decide their operations within the context of the characters, time, place and relation between the events in the problem, which enabled the mental representation of the problem text to be critical reading and inferential comprehension focused as well as literal comprehension focused and thus allowed the students to reveal the hidden situations in the text. Accordingly, students posed new problems by gathering the required extra information according to these hidden situations and went for the real model. Thus, analyzing the problem situation is various contexts, students solved according to multiple conditions. It was also seen that students with realistic solutions utilized the validation process to determine the consistencies and inconsistencies of their solutions in real life context while those with unrealistic solutions utilized it to check their operations.

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Section: Discussion Conclusion and Recommendationssupporting

confidence: 80%

Section: Discussion Conclusion and Recommendationsmentioning

confidence: 98%

Section: Discussion Conclusion and Recommendationsmentioning

confidence: 99%

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Examining the Mathematical Modeling Processes of Primary School 4th-Grade Students: Shopping Problem

Ulu¹

2017

ujer

Self Cite

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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%

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

et al. 2020

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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.

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“…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%

Identifying student- and class-level correlates of sixth-grade students’ listening comprehension

Bourdeaud’hui¹,

Aesaert²,

Braak³

2020

L1 Educational Studies in Language and Literature

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Despite the importance of listening, little investigation of potential correlates of listening comprehension in the language of schooling is done. Therefore, the purpose of this study was to investigate which student-and class-level characteristics are related to sixth-grade students' listening skills in Flanders. A sample of 974 students in 70 classes completed a listening test in order to gather information on their ability to understand and interpret oral information. Further, different questionnaires were administered to the students, their parents and teachers. The results of the hierarchical regression analysis with multilevel design showed that the differences in listening comprehension skills could be primarily attributed to differences in student-level characteristics. The results indicated that students with higher working memory ability, more vocabulary knowledge and lower extrinsic listening motivation performed significantly better on the listening test. In addition, the educational level of the parents and the language diversity in the class was significantly related to students' listening skills in the language of schooling. This study is an important starting point in unraveling the black box of listening skills in the elementary school context. Suggestions for further research and practice were made.

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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

Cited by 10 publications

References 48 publications

Examining the Mathematical Modeling Processes of Primary School 4th-Grade Students: Shopping Problem

Examining the Mathematical Modeling Processes of Primary School 4th-Grade Students: Shopping Problem

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

Identifying student- and class-level correlates of sixth-grade students’ listening comprehension

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