Okuduğunu anlama başarısının yanıtlama davranışları, sosyoekonomik, sosyokültürel ve bireysel özellikler bağlamında incelenmesi
Özet
It is aimed to identify the 5th grade students' response behaviors to open ended questions written for various cognitive processes, to determine the factors that affect response behaviors and to investigate reading comprehension achievement and its relationship between students' home facilities, students' features and response behaviors. This study designed as relational survey model research. Sample is selected from 392 5th grade students from Yenimahalle, Mamak and Cankaya districts in Ankara city. After removing missing values (n=26), the analysis is run with 366 students. Response Behavior Form, Student Information Survey and Reading achievement test are used as data collection tools. Data is analyzed with Microsoft Office, SPSS and Mplus package programs. Tables and charts, chi square test of independence and structural equation modelling are used for the analysis. The findings of the research showed that there are 3 main groups of response behaviors to open ended questions written for various cognitive processes. These are 1-response behaviors based directly on the text itself; 2-response behaviors based on individual interpretation and 3- response behaviors related to individuals' own lives. Defined response behaviors are found to be predicted significantly by students' perception of self-efficacy, persistence, resistance, taking responsibility and cognitive skills. There found no relationship between students' home facilities and response behaviors. However, reading comprehension achievement is significantly predicted by students' features; while cannot be predicted neither by students' home facilities nor response behaviors. The findings are discussed with the literature. Suggestions to foster response behaviors and reading comprehension achievement are presented. Key Words: Reading comprehension, response behavior, student achievement, open ended questions