Integrating cognitive and sociocultural aspects of reading in Turkish
Reading comprehension is affected by both decoding-related and language-related factors. In Turkish, with decoding developing quickly, the impact of language-related factors appear earlier and affect reading comprehension strongly. These linguistic proficiencies are affected by socioeconomic status (SES). Reanalysis of data from 120 children in Grades 2,3 and 4, yielded a significant correlation between SES level and the reading comprehension level of a student. SES was a significant factor on all measures (e,g, decoding, comprehension, vocabulary). In regression analyses, listening comprehension was a strong predictor of reading comprehension. There was a marginal predictive effect of SES on listening comprehension (along with memory and speed of conceptual access). These results illustrate the integrated impact of cognitive and sociocultural variables on comprehension.
Article outline
- 1.Introduction
-
1.1Reading development in orthographically transparent languages
- 1.2Sociocultural aspects of literacy development
- 1.3Integrating cognitive and sociocultural aspects of reading development in Turkish
- 2.Current study
-
3.Results
- 4.Conclusions and implications for education
-
References
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