The relationship of reading comprehension success with metacognitive awareness, motivation, and reading levels of fifth grade students

Abstract

A Memiş, M Bozkurt

This research aims to investigate the relationship between meta-cognitive awareness, reading motivations, reading levels and reading comprehension success of fifth grade students using comparative relative scan model. There were 577 students. In the result of the research, in which data were collected with four scales, it was concluded that reading comprehension level of independent level readers was high and anxiety level decreases reading comprehension. There was not a differentiation in distribution according to sex and independent readers had the highest reading comprehension scores in both sexes. There is a moderately significant relation between reading comprehension and metacognitive reading comprehension, internal-external motivation and reading level. Metacognitive reading comprehension expresses 33% of total variance including internal-external motivation and reading level variables. According to standardized regression co-efficient, predictor variables on reading comprehension are reading level, metacognitive reading comprehension, external motivation and internal motivation respectively in significance order.