| Summary: | Reading comprehension is the basic ability in elementary school.
Unfortunately the Indonesian children�s ability to read comprehensively is much
lower than other countries�. Therefore research in reading comprehension among
elementary school children is a must. Objective of this research was to examine
whether the theoretical model is suitable to the empirical social cognitive model
(school literacy environments, home literacy environments, and parental
involvement, reading metacognition and reading motivation) influence children�s
reading comprehension with empirical data, also to investigate how each variable
supports and influence the reading comprehension directly and indirectly.
The endogen variables were reading comprehension, reading metacognition,
and reading motivation. Exogenous variables ware school literacy environments,
home literacy environments and parental involvement. Reading comprehension
was measured by a reading comprehension test in bahasa indonesia, reading
motivation scale was used to measure reading motivation, reading metacognition
was measured with reading metacognition scale, school literacy environments was
measured by school literacy environment scale, the home literacy environment was
measured with home literacy scale, parental involvement was measured by
parental involvement scale. CFIT scale-2 was used to measure intelligence. The
sample size was 686 fifth grade children from 14 public elementary schools in
malang, east java province. The Partial Least Square method was utilized in the
data analysis.
The research reveals six points. Firstly, the theoretical model on children�s
reading comprehension was suitable to the empirical data. Secondly, social factors
(school literacy environments, home literacy environments, and parental
involvement) and cognitive factors (reading metacognition and reading motivation)
influence directly toward children�s reading comprehension. Thirdly, school literacy
environments, home literacy environments, and parental involvement influence
directly toward children�s reading motivation. Fourthly, children�s reading motivation
influence directly toward children�s reading metacognition. Fifthly, school literacy
environments, home literacy environments, and parental involvement influence
indirectly the children�s reading comprehension through reading motivation and
reading metacognition. Sixthly, children�s reading motivation influence indirectly
toward children�s reading comprehension through the children�s reading
metacognition.
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