Relationships Between Individual and Family Factors and Cognitive Dimensions of Reading Comprehension Among Iranian Students

Maryam Sahranavard

doi:doi:10.11648/j.ss.20170601.12

| Peer-Reviewed

Relationships Between Individual and Family Factors and Cognitive Dimensions of Reading Comprehension Among Iranian Students

Maryam Sahranavard

Published in Social Sciences (Volume 6, Issue 1)

Received: 7 October 2016 Accepted: 20 January 2017 Published: 24 February 2017

Views: Downloads:

Download PDF

Share This Article

Twitter
Linked In
Facebook

Abstract

This study analyzed the relationships between individual and family cognitive factors and attitude towards reading with reading self-concept and outside reading activities and parents’ literacy that are in 4^th grade Iranian students. The main of the study is based on interpretations and comprehension of PIRLS 2006. A total of 5411 students (2500 girls and 2911 boys) with average of 10.2 years old participated in PIRLS 2006 test. Reading self-concept and attitude towards reading by the student questionnaire of and outside reading activities and parents’ literacy by the questionnaire of survey of learning and reading comprehension scores were tested. The results of the study showed that all the variables of cognitive comprehension of students are significant (at the level of p<0.01). The reading parents’ literacy was the most determination variance for students’ comprehension and the reading self-concept, attitude towards reading and outside reading activities.

Published in	Social Sciences (Volume 6, Issue 1)
DOI	10.11648/j.ss.20170601.12
Page(s)	7-13
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Individual and Family Factors, Cognitive Dimensions, Reading Comprehension

References

[1]	Aiken, L. R., Gambell, T. J., McNinch, G. H., Arnold, E., Richmond, M. G., Halpin, G., et al. (1981). Volume 6. Summer 1981 Number 2. Educational research quarterly: ERQ. 6 (2).
[2]	Black, A. L. (2006). Attitudes to reading: An investigation across the primary years. Australian Catholic University.
[3]	Chiu, M. M., & Chang, C. M. (2006). Gender, Context and Reading: A Comparison of Students in 43 Countries. Chinese university of Hong Kong.
[4]	Coleman, J. S., Campbell, E. Q., Hobson, C. J., McPartland, J., Mood, A. M., Weinfeld, F. D., et. al. (1966). York. 1966. Equality of educational opportunity.
[5]	Folkesson, A., & Swalander, L. (2007). Self-regulated learning through writing on computers: Consequences for reading comprehension. Available at: www.elsevier.com/locate/comphumbeh.
[6]	Freedman, L. P., Luisi, B. F., Korszun, Z. R., Basavappa, R., Sigler, P. B., & Yamamoto, K. R. (1988). The function and structure of the metal coordination sites within the glucocorticoid receptor DNA binding domain.
[7]	James, W. (1983). The principles of psychology. Harvard University Press. (Original work published 1890), Cambridge.
[8]	Karimi, A. (2005). Review results of reading literacy study international development PRLS 2001. Journal of Education, 21 (1), 89-39.
[9]	Karimi, A. (2008). International study results in 2006 compared with PRLS PRLS 2001.. Research Studies of Education, Special PRLS 2006 results, in November.
[10]	Kiamanesh, A. R., & Mahdavi-Hezaveh, M. (2008). Influential Factors causing the gender differences in mathematics’ achievement scores among Iranian Eight graders based on TIMSS 2003 data. Paper presented at the Proceedings of the IRC-2008 TIMSS, Taiwan, Available: www.iea.nl/.../TIMSS_Mathematics/Kiamanesh_Mahdavi_Hezaveh.pdf.
[11]	Zhaldman, I. (2006). Self-Concept and School Achievement of Pupils with Cleft Lip, Cleft Palate or both: A Longitudinal Study. Helsinki: Yilopistopaino.
[12]	Levine, C., & Turner, M. W. (2001). Reading for pleasure: Gender and popular genres. Journal of Popular Culture, 35 (1), 1-4.
[13]	Martin, M. O., Mullis, I. V. S., & Kennedy, A. (2007). PIRLS 2006 Technical Report. Boston College: TIMSS & PIRLS international study center.
[14]	Mullis, I. S., Martin, M. O., Gonzalez, E. J., & Kennedy, A. M. (2003). PIRLS 2001 International Report: IEA's Study of Reading Literacy Achievement in Primary School in 35 countries: Chestnut Hill, MA: Boston College.
[15]	Mullis, I. V., Martin, M. O., Kennedy, A. M., & Foy, P. (2007). PIRLS 2006 International Report: Boston College: TIMSS & PIRLS international study center.
[16]	Mullis, I. V. S., Kennedy, A., Martin, M. O., & Sainsbury, M. (2006). Assessment Framework and Specifications ((2nd Ed) ed.): Boston College: International association for the evaluation achievement.
[17]	Namdari Pejman, M. (2008). The relationship self-concept, preschool activities, attitude towards reading in parents and students with reading performance of students in reading literacy by the fourth primary (based on studies PRLS 2006). Teacher Training University, Tehran.
[18]	Papanastasiou, C. (2006). Factors that distinguish the most from the least effective schools in reading: A residual approach. Paper presented at the Second IEA International Research Conference.
[19]	Rider, N., & Susan, c. (2006). Reading Achievement and Reading Self-Concept in Year 3 Children. Australia: NSW, COL05347.
[20]	Ruddell, R. B., & Unrau, N. J. (Ed.). (2004). Theoretical Models and Processes of Reading (5th ed.): Newark, DE: International Reading Association.
[21]	Sahranavard, M. (2015). Gender Differences in Science Performance among Iranian Students in TIMSS 2007. International Journal on Recent Trends in Life Science and Mathematics (IJLSM). 2 (3): 2349-7955.
[22]	Sahranavard, M. Namdari-Pezhman, M. (2016). The Relationships between Cognitive Factors and Reading Comprehension among Iranian 4th grades students in PIRLS 2006, 15 (2): 74-80.
[23]	Salabas, M. E. (2008). Relationship between 8th grade secondary school students’ reading attitudes and reading comprehension skills. Journal of the Faculty of Education, 9 (16), 141-155.
[24]	Sanchez, F., & Roda, M. (2003). Relationships between self-concept and academic achievement in primary students. Electronic Journal of Research in Educational Psychology and Psycho Pedagogy, 1 (1), 95-120.
[25]	Shavelson, R. J., Hubner, J. J., & Stanton, G. C. (1976). Self-concept: Validation of construct interpretations. Review of Educational Research, 46 (3), 407.
[26]	Swalander, L., & Taube, K. (2006). Influences of family based prerequisites, reading attitude and self-regulation on reading ability. Available on Site: www.sciencedirect.com.
[27]	Thomas, J., & Stockton, C. (2003). Socioeconomic status, race, gender, & retention: Impact on student achievement. Available at site: www.usca.edu/essays/vol72003/stockton.pdf.
[28]	Tse, K. S., Raymond, Y. J. L., Joseph, W. I. L., Yiu, M. c., & Elizabeth, K. Y. L. (2005). Attitudes and attainment: A comparison of Hong Kong, Singaporean and English students’ reading. University of Hong Kong, Research in Education, 76, 74-88.
[29]	Wedin, A., & Dalarna, H. (2005). The Relationship between Literacy and Power: The Case of Literacy Practices in and out of School in Karagwe. Paper presented at the Proceedings of the 14th European Conference on Reading Zagreb Croatia, Tanzania.
[30]	Wolf, R. I. (1984). Educational Evaluation: based on ability to measure and review program.

Cite This Article

Plain Text BibTeX RIS

APA Style

Maryam Sahranavard. (2017). Relationships Between Individual and Family Factors and Cognitive Dimensions of Reading Comprehension Among Iranian Students. Social Sciences, 6(1), 7-13. https://doi.org/10.11648/j.ss.20170601.12

Copy | Download

ACS Style

Maryam Sahranavard. Relationships Between Individual and Family Factors and Cognitive Dimensions of Reading Comprehension Among Iranian Students. Soc. Sci. 2017, 6(1), 7-13. doi: 10.11648/j.ss.20170601.12

Copy | Download

AMA Style

Maryam Sahranavard. Relationships Between Individual and Family Factors and Cognitive Dimensions of Reading Comprehension Among Iranian Students. Soc Sci. 2017;6(1):7-13. doi: 10.11648/j.ss.20170601.12

Copy | Download

@article{10.11648/j.ss.20170601.12,
  author = {Maryam Sahranavard},
  title = {Relationships Between Individual and Family Factors and Cognitive Dimensions of Reading Comprehension Among Iranian Students},
  journal = {Social Sciences},
  volume = {6},
  number = {1},
  pages = {7-13},
  doi = {10.11648/j.ss.20170601.12},
  url = {https://doi.org/10.11648/j.ss.20170601.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ss.20170601.12},
  abstract = {This study analyzed the relationships between individual and family cognitive factors and attitude towards reading with reading self-concept and outside reading activities and parents’ literacy that are in 4th grade Iranian students. The main of the study is based on interpretations and comprehension of PIRLS 2006. A total of 5411 students (2500 girls and 2911 boys) with average of 10.2 years old participated in PIRLS 2006 test. Reading self-concept and attitude towards reading by the student questionnaire of and outside reading activities and parents’ literacy by the questionnaire of survey of learning and reading comprehension scores were tested. The results of the study showed that all the variables of cognitive comprehension of students are significant (at the level of p<0.01). The reading parents’ literacy was the most determination variance for students’ comprehension and the reading self-concept, attitude towards reading and outside reading activities.},
 year = {2017}
}

Copy | Download

TY  - JOUR
T1  - Relationships Between Individual and Family Factors and Cognitive Dimensions of Reading Comprehension Among Iranian Students
AU  - Maryam Sahranavard
Y1  - 2017/02/24
PY  - 2017
N1  - https://doi.org/10.11648/j.ss.20170601.12
DO  - 10.11648/j.ss.20170601.12
T2  - Social Sciences
JF  - Social Sciences
JO  - Social Sciences
SP  - 7
EP  - 13
PB  - Science Publishing Group
SN  - 2326-988X
UR  - https://doi.org/10.11648/j.ss.20170601.12
AB  - This study analyzed the relationships between individual and family cognitive factors and attitude towards reading with reading self-concept and outside reading activities and parents’ literacy that are in 4th grade Iranian students. The main of the study is based on interpretations and comprehension of PIRLS 2006. A total of 5411 students (2500 girls and 2911 boys) with average of 10.2 years old participated in PIRLS 2006 test. Reading self-concept and attitude towards reading by the student questionnaire of and outside reading activities and parents’ literacy by the questionnaire of survey of learning and reading comprehension scores were tested. The results of the study showed that all the variables of cognitive comprehension of students are significant (at the level of p<0.01). The reading parents’ literacy was the most determination variance for students’ comprehension and the reading self-concept, attitude towards reading and outside reading activities.
VL  - 6
IS  - 1
ER  -

Copy | Download

Author Information

Maryam Sahranavard

Farhangian University, Tehran, Iran

Download PDF

Sections

Plain Text BibTeX RIS

APA Style

Maryam Sahranavard. (2017). Relationships Between Individual and Family Factors and Cognitive Dimensions of Reading Comprehension Among Iranian Students. Social Sciences, 6(1), 7-13. https://doi.org/10.11648/j.ss.20170601.12

Copy | Download

ACS Style

Maryam Sahranavard. Relationships Between Individual and Family Factors and Cognitive Dimensions of Reading Comprehension Among Iranian Students. Soc. Sci. 2017, 6(1), 7-13. doi: 10.11648/j.ss.20170601.12

Copy | Download

AMA Style

Maryam Sahranavard. Relationships Between Individual and Family Factors and Cognitive Dimensions of Reading Comprehension Among Iranian Students. Soc Sci. 2017;6(1):7-13. doi: 10.11648/j.ss.20170601.12

Copy | Download

@article{10.11648/j.ss.20170601.12,
  author = {Maryam Sahranavard},
  title = {Relationships Between Individual and Family Factors and Cognitive Dimensions of Reading Comprehension Among Iranian Students},
  journal = {Social Sciences},
  volume = {6},
  number = {1},
  pages = {7-13},
  doi = {10.11648/j.ss.20170601.12},
  url = {https://doi.org/10.11648/j.ss.20170601.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ss.20170601.12},
  abstract = {This study analyzed the relationships between individual and family cognitive factors and attitude towards reading with reading self-concept and outside reading activities and parents’ literacy that are in 4th grade Iranian students. The main of the study is based on interpretations and comprehension of PIRLS 2006. A total of 5411 students (2500 girls and 2911 boys) with average of 10.2 years old participated in PIRLS 2006 test. Reading self-concept and attitude towards reading by the student questionnaire of and outside reading activities and parents’ literacy by the questionnaire of survey of learning and reading comprehension scores were tested. The results of the study showed that all the variables of cognitive comprehension of students are significant (at the level of p<0.01). The reading parents’ literacy was the most determination variance for students’ comprehension and the reading self-concept, attitude towards reading and outside reading activities.},
 year = {2017}
}

Copy | Download

TY  - JOUR
T1  - Relationships Between Individual and Family Factors and Cognitive Dimensions of Reading Comprehension Among Iranian Students
AU  - Maryam Sahranavard
Y1  - 2017/02/24
PY  - 2017
N1  - https://doi.org/10.11648/j.ss.20170601.12
DO  - 10.11648/j.ss.20170601.12
T2  - Social Sciences
JF  - Social Sciences
JO  - Social Sciences
SP  - 7
EP  - 13
PB  - Science Publishing Group
SN  - 2326-988X
UR  - https://doi.org/10.11648/j.ss.20170601.12
AB  - This study analyzed the relationships between individual and family cognitive factors and attitude towards reading with reading self-concept and outside reading activities and parents’ literacy that are in 4th grade Iranian students. The main of the study is based on interpretations and comprehension of PIRLS 2006. A total of 5411 students (2500 girls and 2911 boys) with average of 10.2 years old participated in PIRLS 2006 test. Reading self-concept and attitude towards reading by the student questionnaire of and outside reading activities and parents’ literacy by the questionnaire of survey of learning and reading comprehension scores were tested. The results of the study showed that all the variables of cognitive comprehension of students are significant (at the level of p<0.01). The reading parents’ literacy was the most determination variance for students’ comprehension and the reading self-concept, attitude towards reading and outside reading activities.
VL  - 6
IS  - 1
ER  -

Copy | Download