Öğretmen desteğinin ve sınıf içi öğretim uygulamalarının okuma başarısındaki rolü: PISA 2018 sonuçlarından Türkiye için çıkarımlar

Abstract

The study deals with the variation of Turkish students' reading comprehension performance according to perceived teacher support and reading activities in the classroom. This study, which is grounded on the data drawn from the PISA 2018 database, investigates the relationship between certain variables. In the analyses performed on the PISA IDE server, the PISA 2018 reading literacy general averages of Türkiye were associated with the identified variables, and the differences in the averages were examined. As a result, perceived teacher support, teacher's adaptation of the course, and stimulation of reading engagement have a positive relationship with reading comprehension; however, it was found out that the frequency of receiving feedback had a negative relationship with reading performance. In addition, the general reading average of the students who reported that they had not performed activities such as summarizing, comparing the content of the text with their own experiences, comparing the text they have read with other texts written on similar topics, and writing about the text that has been read was much higher than those who reported that they had performed these activities. These results have strengthened the conclusion that teachers give feedback to poor readers more frequently. On the other hand, it is possible that good readers may find the learning activities in the course inadequate. In summary, reading comprehension performance is positively or negatively affected by teacher support, adaptive instruction, feedback, and engagement in reading activities in the classroom.

Instructional practices and students’ reading performance: a comparative study of 10 top performing regions in PISA 2018

“…Although empirical evidence is not lacking, the extant literature has yielded inconsistent findings. While some studies have shown that teacher feedback is associated with reading performance (Gu & Lau, 2023;Meng et al, 2017), other studies have found either a negative or insignificant contribution (Bozkurt, 2022;Qian & Lau, 2022). Similarly, the link between teacher-directed instruction and reading literacy is positive in some studies (e.g., Karaman, 2022), but negative in the others (e.g., Hu & Wang, 2022;Ma et al, 2022;Qian & Lau, 2022).…”

“…These include individual factors such as individual reading practices and motivation, as well as school factors such as teaching practices and classroom support for reading growth and engagement. Among these factors, high-quality instructional practice is of great importance (Bozkurt, 2022;Karaman, 2022;Qian & Lau, 2022). High-quality instructional practice builds foundational reading skills, and promotes reading motivation and engagement (Haw & King, 2022;Nurmi et al, 2013).…”

The Relationship Between Adaptive Instruction and Reading Success: The Facilitative Role of Reading Self-Concept and the Hindering Role of Peer Bullying

“…For example, in a quasi-experimental study with 456 students from 23 schools, it was found that the reading achievement of students in classes where adaptive instruction was implemented was higher than that of students in classes where traditional methods were preferred (Houtveen et al, 1999). Other studies on this subject also indicated that there were significant relationships between adaptive instruction methods and students' achievement in reading (Bozkurt, 2022;Karaman, 2020) and in other areas (Bazán-Ramírez, 2022;Forbes et al, 2020). Research also suggested that such an approach can produce beneficial outcomes in terms of students' affective and psychological attributes like motivation and academic self-concept (Erdoğdu, 2020;Lau & Ho, 2020).…”