Programme for international student assessment (PISA) 2009 application the factors affecting reading literacy

In this study, the factors that affect the success of reading skills of 15?age (group) Turkish students who take part in the application of international student assessment project (PISA) 2009 have been examined. The research model used in the study is associational model and the population consists of all the 15 age group students having education in Turkey. The sample of the study consists of 4996 students in 170 schools where the PISA test and questionnaire have been applied.In ordet to collect the data, 13 booklets, one student questionnaire and one school questionnaire have been used. In some countries, optional questionnaire were used as well. Before answering the items in the test, the students answered the sample items and 2009 application consisted of two parts (which are); a 2?hour test session in which are cognitive questions and a 30?minute questionnaire session. In order to uncover theoretical structures that affect the success of reading literacy, exploratory factor analysis; and then to verify these theoretical structures, confirmatory factor analysis were used. In order to identify the explanation percentage of the success at the reading literacy by these structures, multiple linear regression has been applied and finally, to identify the correlation between the success at reading literacy the success at mathematics literacy, Pearson correlation coefficient has been calculated.At the end of the research, 7?factored structure which is consisted of reading for school, enjoyment of reading, diversity of on line reading activities, understanding and remembering strategies, control strategies, diversity of reading material and memorisation strategies has been determined and it has been identified that these factors explain 59.71 % of the total variance. Confirmatory factor analysis has been applied on this 7 factored structure and the structure which is defined by exploratory factor analysis has been verified. In order to define the obtained factors explanation percentage of the success at the reading literacy, multiple linear regression has been realized. When the findings are examined, it has been found that such factors as the enjoyment of reading, diversity of on line reading activities, control strategies affect positively the success of reading literacy. It has also been found that the factors such as diversity of reading material and reading for school, memorisation strategies, understanding and remembering strategies have negative effects. And it is significant that the memorisation strategies which has relatively the highest score in the scale has a negative effect on the success of reading literacy.In order to determine the correlation between the success at reading literacy and the success at mathematics literacy, Pearson correlation coefficient has been calculated and it has been found that the relation between these two variables is positive and very high. In this context, it should not be ignore a change which may occur in any of these structures may also affect the other structure.Key words: PISA, PISA 2009, Reading Literacy, Mathematics Literacy, Learning Strategies, Enjoyment of Reading, Motivation and Interest In Reading