The impact of the reading engagement model on the 6th graders’ reading comprehension achievement - Full Length Research Paper

Oct 15, 2026

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Reading is a cognitive process that decodes and interprets written symbols, and success is reflected in reading comprehension skills. Such skills are crucial for educational progress and personal development; difficulties in comprehension can lead to repeated underperformance over time. This study examines how the Reading Engagement Model affects 6th graders’ comprehension achievement and reading engagement through a Pretest-Posttest Control Group design and classroom-based implementation.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages12

Reading Time30 min

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Introduction

Definitions of reading and reading comprehension

Reading engagement and its related factors

The Reading Engagement Model

African Educational Research Journal Vol. 8(3), pp. 499-510, August 2020 DOI: 10. 30918/AERJ.83.20.104 ISSN: 2354-2160 Full Length Research Paper The impact of the reading engagement model on the 6th graders’ reading comprehension achievement Gülşah Mete Department of Turkish Education, Educational Sciences Institute, Karamanoğlu Mehmetbey University, Turkey. Accepted 17 July, 2020 | ABSTRACT
Reading is a cognitive process in which the mind works with the sensory organs to decode and interpret the symbols, and the achievement in this process is assessed through the reading comprehension skills. Reading comprehension skills have a pivotal role both in individuals’ educational lives and personal development. The studies indicate that individuals who do not comprehend what they have read or have not improved their comprehension skills experience failures in every period of their lives compared to the others. Therefore, this study focusing on a model to develop reading comprehension skills is quite crucial. Aiming to examine the impact of the Reading Engagement Model on the 6th graders’ reading comprehension achievement and engagement in reading, the study adopted the Pretest-Posttest ControlGroup design. 62 students at the 6th grade participated in the control and experimental groups. In the experimental group, 36 class hours of implementations focusing on the Reading Engagement Model were carried out and the reading comprehension strategies as Cooperative Discussion and Questioning Strategy, Note-taking Strategy, and Cloze Technique were taught. In the control group, the activities in the coursebook were implemented as defined in the current curriculum. At the beginning and end of the 6-week implementations, to measure the reading comprehension achievement, the Reading Comprehension Achievement Test, and to evaluate their reading engagement levels, the Reading Engagement Index were applied to the groups as pretests and posttests. The SPSS program was utilized for the test analyses. Accordingly, the experimental group implemented the Reading Engagement Model indicated a significant difference relative to the control group. Hence, in the experimental group, the students’ reading comprehension achievements and reading engagement levels increased relatively. Concerning the results of the study, some implications have been reflected.
Keywords: Reading comprehension, reading engagement, reading engagement model, teaching reading. | | --- | | E-mail: [gulsahmete@kmu.edu.tr](gulsahmete@kmu.edu.tr). | INTRODUCTION Reading (skill) is defined as the recognition of letters and symbols composing a written text , and it is the analysis or vocalization of them (Turkish Dictionary , 2005) . Akyol (2005) states reading is a process of structuring meaning, in which the background knowledge is used, and it is developed in a regular environment based on effective communication between the writer and the reader with a certain aim and method. On the other hand, Demirel (2000) stresses that reading is the transformation of the text into meaningful sounds and the comprehension of the writer’s intended message. Overall, reading can be defined as a mental process in which the visual symbols are interpreted. Guthrie and Wigfield (2000 as cited in Mete, 2016) state the students who engage in reading with high motivation and read by using strategies have a good level of comprehension and achievement. According to Trowler (2010) , students’ engagement is the interaction between time, effort , and other related resources and it intends not only to optimize the students’ experiences but also to enhance learning outcomes and development of the students. More broadly, Guthrie and his colleagues describe students engaged in reading as knowledgeable in cognitive and motivational processes, and socially interactive (Guthrie et al. , 1996; Guthrie and Wigfield, 2000; Guthrie et al. , 2004; Baker et al. , 2000) . The students who engaged i

FAQs

What is the Reading Engagement Model study trying to improve?

The study targets improvements in 6th graders’ reading comprehension achievement and their engagement in reading by applying a structured instructional model.

How was the study designed to test the model?

It used a Pretest-Posttest Control Group design with both control and experimental groups and comparisons after the implementation period.

What factors does the Reading Engagement Model emphasize?

The model highlights motivation, strategy use, conceptual knowledge, and social interactions as key processes that build reading engagement and support better interpretation of text.

Oct 15, 2026

Uploaded by Stanford