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

Yıldırım, Kasım; Çetinkaya, Fatih Çetin; Ateş, Seyit; Kaya, Dudu; Rasinski, Timothy V.

doi:10.3390/educsci10040090

Cited by 5 publications

(5 citation statements)

References 33 publications

(41 reference statements)

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“…Successful comprehension requires readers to make meaning out of what they read. The study affirms the importance of automaticity in word recognition and comprehension strategies in contributing to reading comprehension (Yildirim et al, 2020).…”

Section: The Exploration Stagesupporting

confidence: 76%

The Development of Personal-Cooperative Model in Building the Reading Comprehension Skills

2021

ilkonline

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This study aims to identify the need for developing a reading comprehension personalcooperative-based learning model for junior high school students, build learning models and their learning tools, to test the validity of the results of the learning model by experts and users, testing the effectiveness of the learning model. This study used the Research and Development (R&D) method. There are three stages, namely (1) The exploration stage, (2) The development stage, (3) The testing stage. The number of teachers who were the subject of the study was 20 Indonesian junior high school teachers. There are 32 students for interviews and 317 students for data collection used a questionnaire. The development of the reading comprehension personal-cooperative-based learning model is equipped with four products, namely (1) a conceptual guidebook on reading comprehension learning model, (2) guidelines for reading comprehension personal-cooperative learning model, (3) reading comprehension learning materials, and (4) reading box and answer key box. The results of the feasibility of products of the reading comprehension personal-cooperative-based learning model are declared to be feasible by expert and user validators with an excellent category. Personal-cooperative based reading comprehension learning model is effective in improving students' reading comprehension ability.

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Section: The Exploration Stagesupporting

confidence: 76%

The Development of Personal-Cooperative Model in Building the Reading Comprehension Skills

2021

ilkonline

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“…They have shown that it is not enough to just read the text mechanically, but it is also necessary to think about the communicated information concerning known and unknown words, contexts, and meaning. Yildirim, Cetinkaya, et al (2020) identified the KAPS model and developed factors contributing to reading comprehension, such as the use of deep reading.…”

Section: Discussionmentioning

confidence: 99%

The Reader and Reading Culture from the Perspective of Student Teachers

Malach¹,

Kolář²

2022

TNER

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This study aimed at discovering the characteristics of non/traditional readers that can be used to formulate a typology and identify students’ attitudes towards reading for pleasure. It also deals with the social context influencing students’ reading culture. The questionnaire survey was conducted on 381 students at the Faculty of Education, University of Ostrava. The results showed that students who read for more than one hour a day prefer to read books in paper form, including textbooks, over reading electronic books, multimedia texts or playing on computers and consider themselves traditional readers. Non-traditional readers use critical thinking methods to understand texts and prefer a multimedia format for texts when reading for pleasure over playing computer games, reading e-books, and reading paper-based books. The study also points to the growing importance of the evolving multimedia reading culture in the era of the 4.0 Industrial Revolution.

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“…These roles are believed to be effective in promoting children's reading development from the aspect of fluency (National Reading Panel, 2000;Henry, 2008;Pagan & Sénéchal, 2014;Sawyer et al, 2018;Brown et al, 2019;Zambrana et al, 2019;Yildirim et al, 2020), comprehension (National Reading Panel, 2000Gabl et al, 2007;Henry, 2008;Shany & Biemiller, 2009;Blanch et al, 2013;Pagan & Sénéchal, 2014;Brown et al, 2019;Yildirim et al, 2020) and interest (Cotter, 2012;Yeo, Ong & Ng, 2014;Levy, Hall & Preece, 2018;Choi, Kang & Sheo, 2020;Dobbs-Oates, Pentimonti, Justice and Kaderavek, 2015;Kathy, 2016). Traditionally, the roles as a motivator, tutor and facilitator in young learner's reading were given larger emphasis on the teachers in the classroom.…”

Section: Discussionmentioning

confidence: 99%

“…Parents who function as a continuous motivator and consistent reading tutor increases children's interest to induce questions during reading (Cotter, 2012), thus able to read with automaticity and prosody (Brown et al, 2019;Yildirim et al, 2020) that leads to a better comprehension skill. Additionally, parents' role is also impactful in building the interest of reading among the children.…”

Section: Reading Problems Aided By Parents In Young Children's Readin...mentioning

confidence: 99%

Parents as Multidimensional Reading Partners for Young Children’s Reading Development: A Scoping Review

Sze¹,

Hua²

2021

IJARPED

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This scoping review aims to identify the appropriate roles of parents that can help address problems related reading development amongst young learners. The topic of parents as reading partners needs to be explored given that having the involvement of parents would advantage language learners to minimize their reading problems from different aspects including interest, fluency and comprehension in reading. Parents' role is in fact, an effective indicator of high language proficiency level. Numerous studies that explored reading development found that most young learners are still facing challenges in mastering different types of reading skills. This problem seems unending despite various approaches, methods and interventions are applied to tackle reading issues among young learners. Therefore, a more practical and reliable way of learning that can cater to students' individual needs should be devised. A scoping review protocol was established for this study. A total of 42 articles from 2010 to 2020 were qualitatively synthesised. Out of 42 articles, twenty-six articles are on parents' role in young learners' reading problems and sixteen articles highlight reading problems aided by parents' roles were isolated and analysed. The findings suggested that parents' roles are effective as motivator, tutor and facilitator in aiding children's reading problems from the aspects of their interest, fluency and comprehension. The involvement of parents in learners' reading development is beneficial as it also offers reliable references for teachers to adopt in school programmes.

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

Cited by 5 publications

References 33 publications

The Development of Personal-Cooperative Model in Building the Reading Comprehension Skills

The Development of Personal-Cooperative Model in Building the Reading Comprehension Skills

The Reader and Reading Culture from the Perspective of Student Teachers

Parents as Multidimensional Reading Partners for Young Children’s Reading Development: A Scoping Review

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