The aim of this study is to determine the students-level and school-level factors that are related to reading ability achievement of students who participated PISA 2015 (Programme for International Student Assessment) from Turkey. The effects of the student and school level factors on reading achievement of students were tested by 2 level hierarchical linear model. According to the findings, there are differences between schools in terms of students' reading ability scores in Turkey. When the findings of the effects of the student level variables on the reading ability scores are examined; mother’s socio-economic status, parental emotional support, and unfair teacher behavior variables seem to affect students' reading ability achievement. When the findings of the effects of the school level variables on the reading ability scores are examined; school size, teacher education level, and student behavior that hinders learning variables have a significant effect on the average reading ability scores of schools. When the student and school level variables mentioned above were modeled together, the significant effect of the school size variable was lost while the teacher education level and the student behavior that hinders learning variables continued to have a significant effect on the schools average reading ability scores.

中文翻译：

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根据学生和学校水平变量对土耳其学生的PISA 2015阅读能力成就的调查

本研究的目的是确定与土耳其参加PISA 2015（国际学生评估计划）的学生的阅读能力成就相关的学生水平和学校水平因素。通过二级分层线性模型检验了学生和学校水平因素对学生阅读成绩的影响。根据调查结果，土耳其的学生阅读能力得分在学校之间存在差异。当检查学生水平变量对阅读能力分数影响的发现时；母亲的社会经济地位，父母的情感支持以及不公平的教师行为变量似乎影响学生的阅读能力成就。检查学校水平变量对阅读能力分数影响的发现；学校规模，教师教育水平和学生行为会阻碍学习变量，对学校的平均阅读能力得分有重大影响。当上述学生和学校水平变量一起建模时，学校规模变量的显着影响消失了，而教师教育水平和阻碍学习变量的学生行为继续对学校的平均阅读能力得分产生显着影响。