Search

The aim of this study is to determine the year, type, university, institute, major discipline, subject, method, design, study group, data collection tools and keyword trends of 102 postgraduate theses on reading strategies in Turkey between 1995 and 2022. The model of the study was designed by systematic review method. In the analysis of the data, descriptive analysis was performed using document analysis method. It was revealed that most of the postgraduate theses on reading strategies were master's theses, mostly in 2018 and 2019, at Gazi University, in educational sciences institutes and in the main branch of Turkish education. It was determined that mostly metacognitive reading strategies, reading strategies and reading comprehension strategies were the subject, quantitative methods, especially experimental design, relational screening design, survey design, single-subject designs were preferred. Most of the studies were conducted with pre-service teachers and fourth graders and with secondary school students as a group. Reading comprehension test, interview form and personal information form were used as data collection tools. It was found that the keywords reading comprehension, reading strategies, reading, metacognition and fluent reading were frequently used. [ABSTRACT FROM AUTHOR]

Copyright of International Journal of Language Academy is the property of Rota Kariyer and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Inonu University Journal of the Faculty of Education (INUJFE) is the property of Inonu University Journal of the Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

When the role of readers theatre and the guidelines for utilising this method are investigated, it can be seen that different opinions about the effectiveness of this method are put forward. An experimental implementation related to the efficacy of reading theatre was conducted on 43 fifth grade students, 23 in the experimental group and 20 in the control group, who were studying in the central district of Ankara in the 2021- 2022 academic year. In this study, in which a true experimental pretest-posttest control group design was used, it was considered whether there was a difference between the pretest scores when determining the experimental and control groups, and attention was paid to the random assignment of the participants to the groups. The students in the experimental group were given practical training for two hours per week over a period of four weeks in order to familiarise them with the method and to constitute a preliminary preparation for the activities to be carried out. After the preliminary preparation stage, the main implementation was carried out with the students in the experimental group by teaching them with the readers theatre method for two hours per week over a period of twenty weeks. The lessons with the students in the control group were taught in line with the activities in the Turkish textbook. At the data collection stage of the study, after obtaining the necessary permission from the researchers who developed the scales, the “Reading Comprehension Test”, “Listening Comprehension Test” and “Effective Speaking Scale” were used. At the data analysis stage, the necessary analyses were made using the SPSS 22 software package. The findings obtained in the study showed that the students in the experimental group were more successful than the students in the control group in terms of reading comprehension, listening comprehension and effective speaking skills. As a result of the study, it was understood that readers theatre is an effective tool for the development of students’ comprehension and expression skills. [ABSTRACT FROM AUTHOR]

The covid-19 pandemic, which affects life in every way, has inevitably had repercussions on education. The fact that schools are closed for a long time and education is continued remotely has become a variable that affects the academic achievements of students. In this context, the impact of the covid-19 pandemic on reading and reading comprehension, which are language skills, has been a matter of curiosity. The research aims to determine the effect of fluent reading skills of secondary school students on reading comprehension and their relationship with reading attitude and anxiety during the covid-19 pandemic process. The target group of the study is 300 students who are at the level of the fifth and eighth grades. In the research, student recognition form, reading attitude scale, reading anxiety scale, informative and narrative reading texts, multidimensional fluency scale, reading comprehension test and audio recordings were used as data collection tools. The data of the research were collected in accordance with the scanning method, the obtained data were transferred to the SPSS program and analyzed. In the results section of students ' reading skills and fluency without the required level of reading comprehension, reading fluency and reading comprehension skills of the students to be more successful in Girl, eighth grade students were higher than the positive attitudes of fifth grade students, it was determined that anxiety and reading. The results obtained at the end of the study were compared with the literature and some suggestions were made. [ABSTRACT FROM AUTHOR]

Copyright of Mersin University Journal of the Faculty of Education / Mersin Üniversitesi Eğitim Fakültesi Dergisi is the property of Mersin University Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Gazi University Journal of Gazi Educational Faculty (GUJGEF) is the property of Gazi University Journal of Gazi Educational Faculty (GUJGEF) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Pamukkale University Journal of Education is the property of Pamukkale University Journal of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Social Sciences Research / Sosyal Bilimler Arastirmalari Dergisi is the property of ODU Journal of Social Sciences Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Abant İzzet Baysal Üniversitesi Journal of Social Sciences / Sosyal Bilimler Enstitüsü Dergisi is the property of Journal of Abant Social Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Pegem Journal of Education & Instruction / Pegem Egitim ve Ögretim is the property of Pegem Journal of Education & Instruction / Pegem Egitim ve Ogretim and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Electronic Turkish Studies is the property of Electronic Turkish Studies and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The purpose of this study was to investigate teacher candidates' perceptions about how to teach and assess fluent reading. To this end, the data was collected from 180 candidates by using a survey consisting of 5 open-ended questions. The data was analyzed by using qualitative techniques and frequency analysis. Most of the teacher candidates believed that fluent reading should be done by considering spelling and punctuation, and the process should result in comprehension. The results also showed that being a model was the most indicated item in the sections as how to teach fluent reading and the competencies expected from the classroom teachers. Most of the candidates favored single assessment technique in assessing fluent reading. These techniques were running records, counting speed and correct reading rate, assessing comprehension by using questions, and assessing the euphony of reading. [ABSTRACT FROM AUTHOR]

In this study, the narrative texts in textbooks that are prepared for elementary 7th grade, approved by the board of education and discipline and currently are used at elementary schools in Sakarya province, were analyzed through textlinguistics. The main aim of the study is to determine the effect of the usage of textlinguistic analysis for the purpose of increasing students' understanding of the narrative texts that are used in elementary seconds for the purpose of gaining better comprehension and narration abilities, on the students' achievement in Turkish language texts.. The sample of the study is composed of 47 students studying in a private elementary school in Sakarya province. In the study "text linguistic analysis method related concept test" that was developed by researchers was used. The Cronbach α value of the test was found as 0,72. For the analysis of the data Mann Whitney U and Wilcoxon Tests were used. Besides, experimental group students were interviewed. Outcomes of the study indicated that "text linguistic analysis method" is more effective in increasing students' comprehension and narration abilities in Turkish course, their motivation and participation to the course compared to "traditional method". In the study, several suggestions related to the usage of text linguistic analysis method at the schools were offered. The outcomes of the study were interpreted in the light of literature, instructions in the teachers guide books for elementary 7th graders were examined critically and several suggestions were offered. [ABSTRACT FROM AUTHOR]

: In this study, Gazi University (TOMER) Turkish Education, Research and Application Center between the years 2004- 2008, speaking, writing, comprehension and grammar lessons, administered to a number of different student groups are focused on game activities. It is understood that students learn Turkish easier and faster, enjoy this method, attend lessons enjoyably and willingly, and that what they learn is more sustainable via these game activities that were conducted. It is observed that particularly African students are more successful in grammar lessons, noble Turkmen, Kazakh, Kyrgyz students who are Turkish and who come from Turkey are more successful in writing skills while Iraqi Turkmen students are more successful in speaking skills in the conducted games. Especially for African students who are less successful in speaking skills and in the groups with the Arabic alphabet who are less successful in writing skills, games can be used to improve writing skills. In addition, it is seen that with the help of language teaching via games love among the students sharing and friendship develop, that students become sociable and that interaction among them become more powerful. However, it is important for the teacher to know which games develop which basic language skill and to choose them in accordance with the target students. [ABSTRACT FROM AUTHOR]