The Relationship Between Environmental Factors and Reading Comprehension

Abstract

This study aimed to determine the relationship between environmental factors and elementary-school fourth-grade students' reading comprehension levels. In the research, the relational scanning model, one of the quantitative research methods, was applied. The research was conducted in Ankara in the 2019-2020 and 2020-2021 academic years. The research group consisted of 365 fourth-grade students, 365 parents, and 11 classroom teachers who taught these students. The Reading Comprehension Scale, the Family Effectiveness Scale for Creating a Reading Culture, and the Teacher Effectiveness Scale for Reading were used for data collection. ANOVA, t-test, frequency, and percentage values were applied for analysis. As a result of the findings, it was seen that there was a significant relationship between family income level and reading comprehension, and that the reading comprehension scores of the students in the upper-income group differed significantly from those in the middle and lower groups. It was determined that the average comprehension of the students whose parents had an undergraduate or higher education level was significantly higher. Gender was significantly correlated in favor of the female students. It was observed that the type of school the students attended made a significant difference in favor of the students attending a private school. It was determined that the activities performed by the teachers with regard to reading comprehension did not make a significant difference to their reading comprehension average scores. As a result, the data will shed new light on future studies that will contribute to research regarding reading comprehension.