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, sa.4, ss.244-255, 2014 (SSCI) identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 29 Sayı: 4
  • Basım Tarihi: 2014
  • Dergi Adı: HACETTEPE UNIVERSITESI EGITIM FAKULTESI DERGISI-HACETTEPE UNIVERSITY JOURNAL OF EDUCATION
  • Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), TR DİZİN (ULAKBİM)
  • Sayfa Sayıları: ss.244-255
  • Anahtar Kelimeler: programme for international student assessment (PISA), reading literacy, learning strategies, structural equation modeling (SEM), ACHIEVEMENT
  • Hacettepe Üniversitesi Adresli: Evet

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.