Model of reading comprehension for primary school students  [presentation, ppt, 310 kB]

Pečjak S., Kolić-vehovec S., Ajdišek N., Rončević B., Podlesek A.
First author's affiliation: Department of Psychology, Faculty of Arts, University of Ljubljana, Ljubljana, Slovenia

Reading comprehension is an indicator of reading literacy and it is also significantly related to the process of learning and students’ academic outcomes. There are different (meta)cognitive, motivational and emotional factors that contribute to reading comprehension. In our study 470 5th and 9th grade primary school students were included, of which 225 were boys and 245 girls. We proposed two confirmatory models of reading comprehension, one for younger and one for older students. Several factors were included in the models: (meta)cognitive factors (vocabulary, reading speed, summarizing, and metacognitive reading awareness), motivational factors (reading interest and reading competency), and emotional factors (feelings during recreational reading and academic reading). Models show direct and indirect effects of evaluated factors on students' reading comprehension which has further on important implications for educational praxis.