The Effect of Collaborative Strategic Reading Model on Fourth Grade Students' Understanding Skills in Informative Texts

Abstract

The aim of this study is to investigate the effect of teaching with Collaborative Strategic Reading Model on fourth grade students' reading comprehension skills. In the quantitative section, quasi-experimental design was used with pretest-postest control group. The study group consisted of 39 students in the Dumlupinar Primary School located in the central district of Gümüşhane in the 2017-2018 academic year. There are 20 students in the experimental group and 19 students in the control group. Measurement tools developed by the researchers have been used during the determination of the groups and the application. During the implementation phase, lessons have been given to the experimental group in accordance with the Collaborative Strategic Reading Model throughout five sessions as each session is to be four course hours; and the same texts have been given to the control group by way of the same course hours according to the Goverment Teaching Method included in the 2017 Turkish Program. In order to determine whether the score distributions belonging to Reading Comprehension and Main Idea Assignation have been distributed in a normal way, t-test has been used to determine/identify the significance relating to gain scores with the findings of Kolmogorov-Smirnov Test, pre-test and post-test. As a result, it has been determined that the averages of the pre-test which was conducted to both experimental and control groups have been close to each other, and that the experimental group has had higher average than the control group in the last test average. Anew, while a significant difference has been identified in the experimental group between the pre-test and post-test of both applied tests, there has been no significant difference identified in the control group. Furthermore, any significant difference has not been identified between the experimental and control groups.