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.