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Volume 6, Issue 1, February 2017, Page: 7-13
Relationships Between Individual and Family Factors and Cognitive Dimensions of Reading Comprehension Among Iranian Students
Maryam Sahranavard, Farhangian University, Tehran, Iran
Received: Oct. 7, 2016;       Accepted: Jan. 20, 2017;       Published: Feb. 24, 2017
DOI: 10.11648/j.ss.20170601.12      View  3151      Downloads  112
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.
Keywords
Individual and Family Factors, Cognitive Dimensions, Reading Comprehension
To cite this article
Maryam Sahranavard, Relationships Between Individual and Family Factors and Cognitive Dimensions of Reading Comprehension Among Iranian Students, Social Sciences. Vol. 6, No. 1, 2017, pp. 7-13. doi: 10.11648/j.ss.20170601.12
Copyright
Copyright © 2017 Authors retain the copyright of this article.
This article is an open access article distributed under the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/) which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
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