Identifying the Relationship between the Reading Literacy and Learning Strategies According to PISA 2009


Tasdelen Teker G., BOZTUNÇ ÖZTÜRK N. , Eroglu M. G.

HACETTEPE UNIVERSITESI EGITIM FAKULTESI DERGISI-HACETTEPE UNIVERSITY JOURNAL OF EDUCATION, cilt.29, ss.244-255, 2014 (SSCI İndekslerine Giren Dergi) identifier identifier

  • Cilt numarası: 29 Konu: 4
  • Basım Tarihi: 2014
  • Dergi Adı: HACETTEPE UNIVERSITESI EGITIM FAKULTESI DERGISI-HACETTEPE UNIVERSITY JOURNAL OF EDUCATION
  • Sayfa Sayıları: ss.244-255

Özet

The purpose of this study is to investigate the learning strategies that affect reading literacy of 15-year-old Turkish students in Programme for International Student Assessment (PISA). Elaboration, control, and memorization strategies are defined as learning strategies. These variables are used to conduct structural equation modeling. In the study, the designed model's goodness of fit indexes are good enough according to standard values of fit indexes. According to research results, all the relations between elaboration, control, and memorization strategies and reading literacy are meaningful. The findings of the study indicate that 30% of the reading literacy could be explained by these observed variables.