Informational Texts Comprehension with Collaborative Strategic Reading Model

Abstract

The main purpose of this study is to examine the effect of teaching through the “Collaborative Strategic Reading (CSR) Model” on the reading comprehension skills at primary fourth grade. As a consequence, it was concluded in the study that the pre-test means were close to each other in the experimental and control group and that the experimental group had a higher mean than the control group in the post-test mean scores. Moreover, no significant difference was obtained between the experimental and control groups regarding the pre-tests. Still, a significant difference was obtained in favour of the experimental group for the post-tests. On the other hand, whereas it was determined that there was no significant difference between the experimental and control group for the pre-tests of Reading Comprehension and Main Theme Determination scales, there was a significant difference in favour of the experimental group for the post-tests and gain levels. It was also concluded that the value p which corresponded to Z=0,58 in the Pearson Product-Moment equation was 0.082 (p>0,05), and considering that the result was not significant, the pre-test/ post-test prediction level was not significant, and the power degree of the correlation between them did not present a significant difference.