Okuduğunu Anlama Becerisinin Okuma Akıcılığı ve Okuma Motivasyonu ile İlişkisinin Yapısal Eşitlik Modeli ile İncelenmesi

Abstract

Bu araştırmanın amacı, ilkokul dördüncü sınıf öğrencilerinin okuduğunu anlama düzeyleri ile akıcı okuma becerileri ve okuma motivasyonları arasındaki ilişkileri Yapısal Eşitlik Modeli (SEM) aracılığıyla incelemektir. Araştırmanın örneklemi, 2023–2024 eğitim-öğretim yılı güz döneminde Gaziantep ilindeki çeşitli ilkokullarda öğrenim gören 239 (117 erkek ve 122 kız) öğrenciden oluşmaktadır. Araştırmada ilişkisel tarama modeli kullanılmıştır. Veriler, “Hikâye Edici Metni Anlama Testi (HEMAT)”, “Bilgi Verici Metni Anlama Testi (BVMAT)”, “Okuma Motivasyonu Ölçeği (OMÖ)”, akıcı okuma metni ve öğretmen değerlendirme formu aracılığıyla toplanmıştır. Analiz sonuçları, akıcı okuma ile okuduğunu anlama, içsel ve dışsal motivasyon arasında orta düzeyde pozitif ilişkiler olduğunu göstermiştir; ancak okuduğunu anlama ile dışsal motivasyon arasındaki ilişki daha zayıftır. İçsel motivasyon, hem akıcı okuma hem de okuduğunu anlama üzerinde anlamlı etkiye sahipken, dışsal motivasyon yalnızca akıcı okumayı etkilemektedir. Akıcı okuma ile okuduğunu anlama arasındaki doğrudan etki pozitif ve anlamlıdır. Motivasyonun aracılık etkisi incelendiğinde, okuma motivasyonunun her iki beceri üzerinde de anlamlı etkisi olduğu görülmüştür. Okuduğunu anlama, okuma motivasyonundaki varyansın %18’ini, akıcı okuma ise %11’ini açıklarken, okuma motivasyonu akıcı okuma varyansının %34,7’sini açıklamaktadır. Sonuç olarak, içsel motivasyon okuma performansını geliştirirken, akıcı okuma okuduğunu anlama becerisini desteklemekte ve okuma motivasyonu bu süreçte önemli bir aracılık işlevi görmektedir.

Keywords

• Okuma
• okuduğunu anlama
• akıcı okuma
• okuma motivasyonu

Examination of the Relationship between Reading Comprehension, Reading Fluency, and Reading Motivation Using Structural Equation Modeling

Abstract

The purpose of this study is to examine the relationships among fourth-grade elementary school students’ reading comprehension levels, fluent reading skills, and reading motivation through Structural Equation Modeling (SEM). The study sample consisted of 239 students (117 males and 122 females) attending various elementary schools in Gaziantep during the fall semester of the 2023–2024 academic year. A relational screening model was employed in this study. Data were collected using the Narrative Text Comprehension Test (NTCT), Informative Text Comprehension Test (ITCT), the Reading Motivation Scale (RMS), a reading fluency passage, and a teacher evaluation form. The analysis results indicated moderate positive correlations between fluent reading and reading comprehension, as well as between intrinsic and extrinsic motivation; however, the relationship between reading comprehension and extrinsic motivation was weaker. While intrinsic motivation had a significant effect on both fluent reading and reading comprehension, extrinsic motivation influenced only fluent reading. The direct effect of fluent reading on reading comprehension was positive and significant.When examining the mediating role of motivation, it was observed that reading motivation had a significant effect on both skills. Reading comprehension explained 18% of the variance in reading motivation, while fluent reading accounted for 11%; conversely, reading motivation explained 34.7% of the variance in fluent reading. In conclusion, intrinsic motivation enhances reading performance, fluent reading supports reading comprehension, and reading motivation serves an important mediating function in this process.

Keywords

• Reading
• reading comprehension
• reading fluency
• reading motivation

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