6TH INTERNATIONAL ISTANBUL CURRENT SCIENTIFIC RESEARCH CONGRESS
EXAMINING THE RELATIONSHIP BETWEEN SELF-REGULATION SKILLS AND READING COMPREHENSION SKILLS OF STUDENTS WITH SPECIFIC LEARNING DISABILITIES
Yayıncı:
Liberty Publications
This study employed the correlational survey model, one of the quantitative research methods, to examine the relationship between self-regulation skills and reading comprehension skills of students with specific learning disabilities. A total of 203 students diagnosed with specific learning disabilities and attending public schools in Bursa province participated in the study.To measure students’ self-regulation skills, the “Self-Regulated Learning Inventory for Fourth-Grade Primary School Students” was used. Additionally, students’ reading comprehension skills were assessed using the “Reading Comprehension Achievement Test for Fourth-Grade Primary School Students.” Data analysis involved descriptive statistical techniques such as arithmetic mean and standard deviation, along with t-tests for comparing two variables, one-way analysis of variance (ANOVA) for comparing three or more variables, and Pearson correlation analysis to examine relationships between variables. The findings revealed that students’ self-regulation skills were at a moderate level ( = 2.91). While students’ self-regulation skills did not significantly differ based on gender (p > .05), significant differences were observed in terms of the number of siblings, mother’s education level, and father’s education level (p < .05). Furthermore, a positive, significant, and moderate-level correlation was identified between reading comprehension skills and the sub-dimensions of self-regulated learning, including reflection (r = .533; p < .05), performance (r = .490; p < .05), and forethought (r = .539; p < .05), as well as total self-regulation skill scores (r = .568; p < .05).
