ÖZ. Bu araştırmanın amacı McKenna ve Kear (1990) ABSTRACT. The aim of this study was to adapt Reading Attitude Survey for 1-6 th Grade Students developed by McKenna and Kear(1990) into Turkish. The original of the scale is in English and consists of two factors and 20 items. In order to adapt the scale, initially the original scale was translated into Turkish by experts in the field of language arts and translation. Turkish final version of the scale was completed by considering expert opinions. To examine the reliability and validity of the scale, it was administered to 289 1-5 th Grade Students attending in Bartın. Confirmatory factor analysis was made for the construct validity. Findings related to construct validity of the scale supports original scale's two factors structure. In Turkish version of the scale Cronbach alpha internal consistency was calculated as .88. Therefore, it can be concluded that Turkish version of the scale was reliable and valid. Consequently, it can be expressed that Turkish version of the scale was reliable and valid for this study group. Keywords. Reading Attitude Survey, Validity, Reliability, 1-6 th Grade Students SUMMARY Purpose and Significance: Student's positive attitudes towards reading are the significant factor which directly influences their reading achievement. In this regard, it is necessary to measure attitude towards reading with an appropriate scale. In Turkey, there is a need for reliable and valid instruments to evaluate attitudes towards reading especially for younger students. For this reason, this study aims to adapt Reading Attitude Survey with "Garfield" picture for 1-6th grade students developed by McKenna and Kear (1990) to Turkish. The original form of the scale consists of 20 items and two factors. The scale contain a four-choice picture rating scale is based on the cartoon character of Garfield. There are two subscales in this survey consisting of recreational and academic reading attitude. It is believed that adaptation of the scale will contribute to literature.
comprehension questions have been analyzed with Day and Park (2005) taxonomy in which there are six categories in comprehension process (literal, reorganization, inference, prediction, evaluation, and personal response). In addition, questions have been evaluated in terms of the answer source used in comprehension process (intratextual extratextual or intertextual), question types (written essay exam or multiple choice) and text types preferred (narrative, informative or poetry). According to the findings of the research, it is observed that text based comprehension questions in essay exams for Turkish course include extensively literal comprehension according to comprehension level taxonomy developed by Day and Park (2005). Very few questions are at the levels of reorganization and personal response and there is no question at evaluation and prediction levels. Another finding obtained with this study shows that a large portion includes questions whose answers are directly located within texts according to Akyol's classification (1997) in terms of answer sources. In other words, these questions are those which can be answered just by recalling and making very little cognitive effort. Additionally, narrative texts are used to a large extent in text comprehension questions, and short answer questions are preferred.
ÖZ:Bu araştırmanın amacı, Türkçe dersinde bir okuma stratejisi olarak zihinsel imaj oluşturmanın açık uygulamalara dayalı öğretiminin ilkokul 4. sınıf öğrencilerinin okuduğunu anlama, zihinsel imaj netliği ve okuma tutumu üzerindeki etkisini incelemektir. Araştırma 2014-2015 öğretim yılında güz yarıyılında gerçekleştirilmiştir. Çalışma grubunu Bartın il merkezindeki bir devlet ilkokulunun deney ve kontrol grubu olarak iki farklı şubesinde yer alan 54 dördüncü sınıf öğrencisi oluşturmaktadır. Araştırma yarı deneysel desenlerden denkleştirilmemiş kontrol gruplu ön test-son test desen ile yürütülmüştür. Deneysel müdahale toplamda 10 hafta sürmüş, bu süre zarfında deney grubuna açık uygulamalara dayalı öğretim modeli temelinde çoklu zihinsel imaj oluşturma teknikleri ve etkinlikleri uygulanmıştır. Veri toplama aracı olarak araştırmacı tarafından geliştirilen "Okuduğunu Anlama Testi" kullanılmıştır. Ayrıca Sheveland (1992) tarafından geliştirilen "Zihinsel İmaj Netliği Ölçeği" ve McKenna ve Kear (1990) tarafından geliştirilen "İlkokul Öğrencileri İçin Okuma Tutumu Ölçeği" Türkçeye uyarlanarak kullanılmıştır. Verilerinin analizinde betimsel istatistiklere yer verilmiş ve araştırmanın hipotezlerini test etmek amacıyla ön-test puanları kontrol altına alınarak tek yönlü Kovaryans Analizi (ANCOVA) kullanılmıştır. Araştırmadan elde edilen bulgular, deney ve kontrol grubu öğrencilerinin okuduğunu anlama, zihinsel imaj netliği ve okumaya yönelik tutum puanları arasında deney grubu lehine anlamlı bir farkın olduğunu göstermiştir. Anahtar sözcükler: Zihinsel imaj oluşturma, okuduğunu anlama, okuma tutumu, zihinsel imaj netliği, açık uygulamalara dayalı öğretim ABSTRACT: The purpose of this study was to examine the impact of mental imagery based on explicit teaching as a reading strategy on the reading comprehension, vividness of mental imagery and reading attitudes in Turkish lessons of primary school 4th graders. The study was carried out in fall semester in 2014-2015 academic year, and participants was consisted of 54 fourth grade students in two different classes in a state primary school in Bartın province. The study was carried out with a quasi-experimental design: pretest-posttest non-equivalent group design. Experimental process took 10 weeks, and during the process, multiple mental image creating techniques and activities on the basis of teaching model based on explicit teaching were administered. In this study, a "Reading Comprehension Test" which was developed by the researcher was used as data collection tool. In addition, "Vividness of Imagery Questionnaire" developed by Sheveland (1992) and "Elementary Reading Attitude Survey" developed by McKenna and Kear (1990) were adapted into Turkish and used in the study. In order to test the hypotheses of the study, one-way ANCOVA was used. The findings of the study revealed a significant difference in favor of experimental group in reading comprehension, vividness of mental imagery, and reading attitude scores.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.