Using Structural Equation Modeling to Investigate Students’ Reading Comprehension Skills

Abstract

In this study, Structural Equation Modeling was used to determine the factors that affect
reading skills. To determine the factors data of PISA 2009 was used. It assessed students’ capacities to apply
knowledge and skills in reading, mathematical and scientific literacy. It describes some wider findings about
what lies behind results. Structural Equation Modeling is examined and four independent latent variables as
“reading attitudes,” “study habits,” “stimulate,” and “strategies the teacher used” are determined. It was
observed that the most important variable was the “strategies the teacher used” (γ=0.33). The second
important latent variable that affected the students’ reading comprehension skill was “teacher stimulating
students”(γ=0.26). Another latent variable affecting the students’ reading comprehension level was observed
as “the students’ study habits” (γ=0.22). The final latent variable was “attitude towards reading” (γ=0.16)