Developing a Structural Model of Reading Comprehension for Third, Fourth, and Fifth-Grade Students in Persian Language Schools of Tehran Based on the Perfetti Theoretical Framework

Abstract

Background: Reading comprehension is a complex skill rooted in language, and significant research has concentrated on identifying metalinguistic abilities that can predict children's comprehension skills. Morphological awareness is one such skill. Within the theoretical framework of reading comprehension, Perfetti, Landi, and Oakhill (2005) proposed that morphology serves a dual function in the text. In the first capacity, morphology is regarded as an integral part of the vocabulary system, indirectly enhancing text comprehension by aiding in the reading of intricate words. In the second capacity, morphology is viewed as a component of the linguistic system, directly impacting reading comprehension by influencing general comprehension processes. Objectives: This study aimed to examine the interconnection among vocabulary proficiency, morphological awareness, and reading comprehension in elementary school students in the Persian language, utilizing the theoretical framework proposed by Perfetti and Landi in their reading comprehension model. Additionally, it sought to construct a structural model of reading comprehension tailored to third-, fourth-, and fifth-grade students in Persian, drawing inspiration from the model introduced by Levesque et al. (2017). Methods: This research adopted a quantitative approach and was carried out using a cross-sectional methodology in Tehran in 2023. The population consisted of 180 students aged between 9 and 11 years. Data collection encompassed a questionnaire that gathered personal information from the students, along with their scores on assessments related to vocabulary knowledge, morphological awareness (comprising production and decomposition subtests), and reading comprehension tests. Results: Among the Persian-speaking students across all three grades, a significant positive correlation was identified between vocabulary knowledge and morphological awareness, vocabulary knowledge and reading comprehension, and morphological awareness and reading comprehension (P < 0.01). Conclusions: This study revealed that morphological awareness has varying effects on reading skills among Persian-speaking students. In the third grade, it notably influences fluent reading, while in the fourth and fifth grades, it plays a significant role in enhancing text comprehension. As a result, it is imperative to incorporate instruction on morphological awareness, encompassing both decomposition and production aspects, into Persian language textbooks, with particular emphasis on grades 3 through 6.