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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 Ilkogretim Online is the property of Ilkogretim Online 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 Ilkogretim Online is the property of Ilkogretim Online 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.)

With this research, we aimed to introduce shortly the sample teaching reading and writing programs used in the first grades of primary schools in the State of Michigan, United States of America. We used document review and literature review techniques among qualitative research techniques in conduction of the research. The universe of research is consist of the reading and writing programs used in the State of Michigan in The United States of America in 2011-2012 educational year. Within the scope of the research, the teaching programs used in the process of teaching reading and writing were examined. General purposes, skills, targets, behaviors/acquisitions, teaching and learning status/activities were determined. It was determined what measurement and evaluation techniques were used in the programs. It was determined that teachers could choose the program they wanted among the programs. It was determined that there is not obligation towards the conduction of any program among the sample programs. When the sample programs were examined, it was understood that the process of teaching reading and writing starts with preschool education. It was determined that the process of reading and writing anticipated in the sample programs cover a long time such as about three years. There are approximately 60 target acquisitions in preschool education towards teaching reading and writing. The target acquisitions in preschool teaching program shorten the process of preparation to early reading and writing. Thus, it was determined that the process of preparation for early reading and writing in first grades is shorter. We determined that teachers could choose the method they wanted in teaching reading and writing. This research is believed to contribute researchers and classroom teachers about different applications in the world and teaching reading and writing programs. [ABSTRACT FROM AUTHOR]

Aim of this study is that to determine effect of reading from printed materials and screen on Elementary School 4th Grade Students' reading comprehension, reading speed and attitudes. For this purpose, in the 2013-2014 academic year, 46 females and 68 males, including a total of 114 4th glass students were selected as examples from study private and public schools that is located in the district of Kütahya Province Tavşanlı center. According the sturdy results, there is not meaningful impact reading both narrative and expository texts from screen or printed materials fourth-grade students' text comprehension and reading speed. But students are very interested reading narrative text printed material rather than on the screen. [ABSTRACT FROM AUTHOR]

Individuals must acquire reading and writing skills of high quality in order to be successful in both academic and business life since the skill of reading, reading comprehension and interpretation forms the basis of all courses. Inadequate reading and writing skills that first graders' acquire will be one of the main factors of their failure in the future. Teaching all children to read and ensuring that every child receives an excellent reading instruction is realized through guidance of these children by the specialists in reading. This raises the need for reading specialists. This study, which was structured through mixed-method research design, aimed to investigate academics' and classroom teachers' views of training reading specialists semi-structured interview and descriptive survey techniques were used to collect data, benefiting from both qualitative and quantitative research methods. The participants of the study included 133 classroom teachers working in Sorgun, one of the counties of Yozgat and 8 academics working at various universities, during 2011-2012 academic year. The results of the study indicated that both classroom teachers and academics adopted positive views of training reading specialists. [ABSTRACT FROM AUTHOR]

Copyright of Journal of language and literature education / Dil ve Edebiyat Eğitimi Dergisi is the property of Dil ve Edebiyat Egitimi Dergisi 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.)

In this study, it is aimed to reveal pre-service Turkish Language teachers' perceptions about reading and reading education. This study is descriptive in nature. To collect data, a questionnaire developed by researchers was used and the data analyzed by survey method. 156 pre- service Turkish Language Teachers who were taught in 3rd and 4th grade participated. The questionnaire was applied to participants in 2011, spring term. Mean, percent, frequencies, t-test, one-way ANOVA statistical procedures were used to acquire the results. According to results, all pre-service teachers believed that "reading books are beneficial". On the other hand, they found themselves partly adequate about "To be sensitive for importance of gaining reading habit" and "to be aware of objective and subjective notions". There is no statistical difference between men and women pre-service teachers' preconceptions about reading education and reading proficiency. It is understood from statistical analysis that 4th grade pre-service teachers found themselves more adequate than 3rd grade pre-service teachers. Additionally, pre-service teachers who were taught in evening education found themselves more adequate than the others in formal education. Finally, there is no statistical difference about pre-service teachers' perceptions reading proficiency and reading education as to high schools which they graduated [ABSTRACT FROM AUTHOR]

The aim of this study is to find out the reading attitudes of secondary students enrolled at open education secondary school at Silivri Penitentiaries Campus and to see if there is difference among reading attitudes in terms of age, place of birth, type of crime and marital status variables. 224 students from 8 prisons at Silivri Penitentiaries Campus participated in the study. In collecting the data, 'Reading Habit Attitude Scale (a=0.88)' developed by Gömleksiz (2004) and containing 30 items, 21 of which positive and 9 of which negative was used in the study. According to the findings, in the love subdimension married students' love points (x=25,878) and habit points (x=15,102) were found to be higher than single students love points (x=24,230) and habit points (x=14,135). According the analyses of correlation values, there was positive correlation between habit and love; eagerness and love; effect and love; benefit and love; eagerness and habit; effect and habit; benefit and habit; necessity and eagerness; effect and necessity; benefit and necessity; effect and eagerness; benefit and eagerness; benefit and effect: and a positive correlation between general attitude point in reading and love-habit-necessity-eagerness-effect-benefit. [ABSTRACT FROM AUTHOR]

This study aimed to examine the effect of repeated reading which is one of reading fluency strategies on improving reading performance of third-grade elementary school students. The sample of this study was the third-grade students who studied in two different classes, who were in the same socio-economic status and selected from an elementary school in Kaman, Kırsehir. One of these classes was the control group and the other is the experimental group. Before the intervention, the students' reading performance was assessed by using "Informal Reading Inventory". While "repeated reading" strategy was used in control group for ten weeks education, total fifty hours by using one reading text each week, the students of the control group normally continued to study. After the invention, the students' reading performance scores obtained from the assessment process were analyzed by SPSS programme. It was found that experimental group in which repeated reading strategy was used progressed remarkably in regard of improving their reading level when compared control group. [ABSTRACT FROM AUTHOR]

The purpose of this study is to review and evaluate to doctorate and master theses that are prepared on reading skills and research can be done over the area of reading education is to determine whether there are issues. In this study, to be made previously introduced ideas, analysis, a method was used as meta-analysis method. That thesis, including the National Center for the study, primarily to libraries, various databases and scanning reached a total of 39 doctoral and master's thesis examined. These arguments are grouped as the first master's and doctoral thesis, and then calculated the distribution of the universities. External examination of the structure in terms of classification of the subjects were then subjected to content analysis theses. Theses of some of the topic sand titles have been found to be similar. After that, the studies suggested a different selection of topics. [ABSTRACT FROM AUTHOR]

Copyright of Eurasian Journal of Educational Research (EJER) is the property of Eurasian Journal of Educational 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.)