Factors Affecting reading comprehension to develop a structural model primary school in the Hamedan city

Today, a significant amount of information is exchanged in writing, so reading and comprehension is a prerequisite for success and advancement in society. Reading and comprehension is always considered as one of the top priorities of educational systems of societies, and a large part of Curriculum, especially in the early years of study. The purpose of the present study was to investigate individual cognitive factors (reading self-concept and attitude to reading) affecting reading comprehension in order to formulate a structural model among male and female students of the fourth elementary school of Hamadan.

The statistical population consisted of 12,000 students studying in the elementary period in the academic year of 1995-96, of which 287 students (128 boys and 159 girls) with an average age of 11.10 years were selected through a multiple cluster sampling Stage selected. In this study, the self-concept scales of reading Chapman and Tanner 1995 and McKenna''s Attitude to Reading 1990 and reading comprehension from a researcher-made questionnaire were used based on the Mehrnejad 2000 comprehension test. Kolmogorov-Smirnov test and structural equations were used to analyze the data using Spss and Amos software.

The results indicated that these variables had a significant effect on reading comprehension of students. Attitude to reading 62% and reading self-reflection of 58%, were able to explain the most comprehension of students.