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The Effect of Reading Comprehension and Problem Solving Strategies on
Classifying Elementary 4th Grade Students with High and Low Problem
Solving Success
Article
in
Journal of Education and Training Studies · April 2017
DOI: 10.11114/jets.v5i6.2391
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1 author:
Mustafa Ulu
Dumlupinar Üniversitesi
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Journal of Education and Training Studies 
Vol. 5, No. 6; June 2017 
ISSN 2324-805X E-ISSN 2324-8068 
Published by Redfame Publishing 
URL: http://jets.redfame.com 
44 
The Effect of Reading Comprehension and Problem Solving Strategies on 
Classifying Elementary 4
th
Grade Students with High and Low Problem 
Solving Success 
Mustafa Ulu
Correspondance: Mustafa Ulu, Departmant of Education Scinces, Dumlupınar University, Turkey. 
Received: April 7, 2017 Accepted: April 25, 2017 Online Published: April 26, 2017 
doi:10.11114/jets.v5i6.2391 URL: https://doi.org/10.11114/jets.v5i6.2391 
Abstract
In this study, the effect of fluent reading (speed, reading accuracy percentage, prosodic reading), comprehension (literal 
comprehension, inferential comprehension) and problem solving strategies on classifying students with high and low 
problem solving success was researched. The sampling of the research is composed of 279 students at elementary school 
4
th
grade. In the research, in order to figure out reading accuracy percentage and reading rate, 5 scales were used: a reading 
text, prosodic reading scale, literal comprehension scale, inferential comprehension scale and problem solving scale. In 
order to see the effect of fluent reading and comprehension skills on classifying students with high and low problem 
solving success, logistic analysis was conducted while discriminant analysis was conducted to determine the effect of 
problem solving skills. At the end of the study, it was seen that fluent reading skills had no effect on classifying students 
according to their problem solving success. It was concluded that both comprehension skills are 77% effective in 
classifying problem solving success, but inferential comprehension is more effective than literal comprehension. It was 
found that problem solving strategies were effective on classifying students with high and low problem solving success 
problem at 88% level; that the most important factors while classifying were estimation and control, systematic listing, 
looking for a pattern and drawing figures and diagrams respectively; and that backward-studying strategies were 
inadequate in classifying successful and unsuccessful students. At the end of the study, mathematical sentence writing 
strategy appeared to be the most important strategy in classifying students with high and low problem solving success, but 
it had a negative correlation. In other words, a rise in the usage rate of this strategy increased the likelihood for individuals 
to be in the group with low problem solving success.
Keywords: elementary school, fluent reading, literal comprehension, inferential comprehension, high problem solving 
success, low problem solving success, logistic regression, discriminant analysis