The Relationship of Personal, Family and Living Environment Factors with Student's Reading Skills A Case Study: Fifth-year Students of North of Iran

Ali Khalkhali,Reyhaneh Bazrafshan Delijan

doi:10.19026/rjaset.5.4480

Abstract

Reading comprehension is the most important primary step in the process of education. Book-based training is an intensely effective and fast process that calls for less time and costs than other educational media. Hence, we can say that reading skill is the most important skill that an individual needs to success in his/her studies. This paper intends to examine the relationship of the components of Gardner’s multiple intelligences and the thematic and general (personal factors) progression as well as family and school factors with reading skill among fifth-year. The research is a correlative survey. To this end, three questionnaires were used that each measured the questions related to a certain variable and had the average reliability of 0.81 (the average value of Cronbach’s Alpha). Three compiled hypotheses were tested and the findings point to the fact that there is a good relationship between reading skills and students’’ personal factors (intelligence, general educational progression, thematic educational progression) and family factors (parents’ age; number of children; child’s ranking; economic, social and cultural status; living environment). Nevertheless, such relationship with students’ school factors (teacher’s status, teacher’s gender, teacher’s age and experience, teacher’s academic level) is not significant.

Highlights

Reading and writing refer to the comprehension of the sense and acquisition of the meaning of the written or printed words
Personal factors sub-hypotheses: Sub-hypothesis 1: There is a relationship between reading skills and Gardner’s multiple intelligence components
In order to tests the above hypotheses, we need to consider the collection of Gardner’s multiple intelligence components and to examine whether they have a significant relationship with reading skills

Summary

Introduction

Reading and writing refer to the comprehension of the sense and acquisition of the meaning of the written or printed words. The first practice in reading is to look at the words; the second practice is to distinguish and pronounce the words; and the third practice is to comprehend the read text. These 3 practices are interdependent and complementary. Because of more easiness, they are usually separated in reading comprehension training; in order to enhance the learner’s efficiency and help to complete all of the 3 practices. In other words, they are considered as 3 different and distinctive skills. He/she should learn to increase reading speed by orderly motion of eyes

Methods

Results

Conclusion