The Effect of Teaching Practice Conducted by Using Metacognition Strategies on Students’ Reading Comprehension Skills

Abstract

The purpose of this research is to determine the effect of teaching practise conducted by using metacognitive strategies on students' reading comprehension skills at Turkish language course. For this purpose, this study has been carried out with 65 students at 5th grade of secondary education in 2012-2013 academic year. In the research, pre-test post-test control group design of experiment method has been used. While the subjects have been taught to students in experimental group by using metacognitive strategies in addition to teacher's book, the same subjects have been taught to students in control group as they are stated within the curriculum and teacher's book. The study took a total of 6 weeks. As data collection tool, Achievement Test For Measuring Students' Reading Comprehension Skills which was developed by the researcher to determine the effect of metacognitive strategies on students' reading comprehension skills was used. As a result of the reliability and validity studies, the reliability coefficient of the test was found to be 0.91, the average difficulty was found to be 0.64. At the end of the research, at teaching practice in which metacognitive strategies(planning, monitoring and regulation) were used, a significant increase on students' reading comprehension skills was found in favor of the experimental group.

An intensive strategies-based program: insights for literacy and socio-emotional growth of college-level students

“…This finding is in tune with the results of previous studies like Carrell (1998), Dole et al (1996), and Macaro (2006), which found strategy training making the learners more aware of the active nature of learning and more capable of employing problem-solving and trouble-shooting routines to enhance understanding; it therefore shows that reading comprehension could be improved through regular and explicit instruction on language learning strategies. Among other studies existing in the literature which showed the positive effect of teaching reading strategies on enhancing students' reading comprehension ability are Aghaie and Zhang (2012), Bimmel et al (2001), Eker (2014), Farrell (2001, Lau and Chan (2003), Plonsky (2011), Salataci and Akyel (2002), Tayler et al (2006), Zhang (2008, and Zhussupova and Kazbekova (2016). The second research question concerned in this study was whether SBI would have an effect on language learners' EI competency.…”

Impact of Strategies-based Instruction on Inferential, Intrapersonal, and Literacy Skills Development : A Longitudinal Study

“…This encourages classroom environments and reading curricula to be reconstructed so that students can build up their own interest and confidence in reading tasks and strategy use. Among other studies in the literature which show the positive effect of teaching reading strategies on enhancing students' reading comprehension ability are Aghaie and Zhang (2012), Bimmel et al (2001), Eker (2014), Lau and Chan (2003), Plonsky (2011), Salataci and Akyel (2002), Tayler, Stevens and Asher (2006), and Zhang (2008). Therefore, strategies training, which can help develop strategic and more self-regulated learners, seems not only promising but also necessary (Biggs, 2011;Fan, 2010).…”

The Development of Personal-Cooperative Model in Building the Reading Comprehension Skills

“…Tavakoli (2013) examined the development of reading comprehension skills with the use of print media. Eker (2014) through experimental research proves that students' reading comprehension skills with the media are significantly higher than those who only use textbooks. Therefore, reading resources are developed that can be used both in personal and social (cooperative) models, namely the Reading Box.…”