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Copyright of RumeliDE Journal of Language & Literature Research / RumeliDE Dil ve Edebiyat Araştırmaları Dergisi is the property of RumeliDE Uluslararasi Hakemli Dil & Edebiyat Arastirmalari 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.)

Copyright of Journal of Academic Social Resources is the property of Journal of Academic Social Resources 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.)

Copyright of Journal of Limitless Education & Research is the property of Journal of Limitless Education & 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.)

Reading, which is a language skill that an individual first learns at school and uses throughout his/her life, is a high-level skill that includes understanding, interpreting, criticizing, and evaluating as well as seeing and vocalizing the texts. Especially today, with the development of technology, the importance of reading skills has increased, and its scope and quality have also changed. This study aims to determine how well the Turkish questions of LGS (High School Entrance System) between the years 2018-2021 are compatible with the reading levels of PISA. The document analysis method was used in the research, which was designed with a qualitative approach. In the research, 6 reading proficiency levels determined by PISA were ground as a data collection tool. In the research, 66 Turkish questions (reading comprehension) in four LGS exams held between 2018-2021 were used as documents. The data obtained in the research were analyzed using descriptive analysis, one of the qualitative research techniques. In this study, which aims to examine 66 Turkish questions in four LGS conducted in Turkey between 2018-2021 according to PISA reading proficiency levels, it is stood out that the questions in the said exams are mostly concentrated in the 3rd levels of PISA. [ABSTRACT FROM AUTHOR]

Copyright of Journal of National Education / Millî Eğitim Dergisi is the property of Milli Egitim Bakanligi 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 research is to determine the effect of the procedural modelbased reading comprehension practice on the reading comprehension skills of 8th grade secondary school students. The study was conducted with the embedded design, which is one of the mixed research methods. In the intervention application of the research, an experimental design with pre-test post-test control group, one of the experimental designs, was used. The research was conducted with 8th grade students in two different secondary schools in the province of Ağrı in the 2019-2020 academic year. In the sampling process, the schools where the study will be carried out were determined with the simple random sampling method, and then the experimental and control groups consisting of 93 students were determined with the simple random sampling method, and the reading comprehension activity application based on the procedural model developed during the research process was applied to the experimental groups for 14 weeks. In the process of data analysis; Content analysis method, normality analysis, Single Factor Covariance Analysis and t test were applied. Within the findings obtained from the research, it is seen that the reading comprehension application based on the procedural model is an effective approach in the development of 8th grade students' reading comprehension skills, and that the findings obtained from the analysis of the documents obtained during the application and the interview processes after the application overlap with the data obtained by quantitative methods, and that the qualitative findings It was determined that it explained the quantitative findings sufficiently. [ABSTRACT FROM AUTHOR]

Copyright of Turkish Studies - Educational Sciences 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.)

Copyright of Hacettepe University Journal of Education is the property of Hacettepe 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 Turkish Studies - Educational Sciences 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.)

Reading is defined as a language skill in which mental processes such as attention, perception, remembrance, interpretation, synthesis, evaluation and analysis are performed together on written, visual and electronic texts. Reading is an essential skill that needs to be developed at every stage of education as it is a fundamental strategy for learning. The main point in reading activity, which aims learning, should be to make a meaningful sense rather than vocalization. Because the main point in reading is comprehending. The development of reading, which is a skill that the individual needs for a lifetime, is possible by acquiring the reading comprehension strategies. In this research, it has been aimed to determine how the Turkish-language and classroom teachers use the reading comprehension strategies during the implementation process. For this purpose, a form has been implemented in which teachers are required to specify the strategies they use. In the form, the participants were asked: "What strategies do you use pre-reading, during reading and post-reading within reading comprehension activities?" 39 Turkish-language and classroom teachers working in Rize and Bayburt are the study group of this study. Convenience sampling method was used to determine the study group. The study, which is designed in accordance with the qualitative approach, has a descriptive quality. The data obtained from teachers' answers were analyzed with percentage and frequency analysis. According to the results of the research, it was found that the Turkish-language teachers use goal setting, visual interpretation strategies before reading, use taking notes strategy during reading, and use the question-answer strategy after reading the most. It was found that the classroom teachers use visual interpretation strategy before reading, use finding the word meaning strategy during reading, and use the summarization strategy after reading the most. In addition, it was found out that the Turkish- language and classroom teachers use reading comprehension strategy more often after reading, and less before reading. [ABSTRACT FROM AUTHOR]

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.)

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.)

This study has been prepared to determine the effect of the summarization technique on reading comprehension skill. Document scanning method has been used in the study which has been shaped in accordance with the qualitative approach. Reading comprehension is one of the most important items in an individual's academic success. It is a truth that the individuals who can understand what they read are more successful both in school and in life. In order to develop the reading comprehension skill, it is necessary to use the understanding strategies well. Reading comprehension skill includes a process which activates reading strategies together with cognitive skills. Strategies such as activating preliminary knowledge, determining the purpose of reading, oral/silent reading, taking notes, guessing, making subject/main idea distinction, questioning and deduction are some of the strategies which a good reader uses in reading process. One of these strategies is the "summarization" strategy. Summarization is individuals' thinking of what they learned, writing in a meaningful and understandable way and explaining what they learned with their own words. Summarization skill which is one of the effective working and learning strategies is very different from the other types of writing. In summarization method, the original text is explained with main outlines. All of the following works include summarization skill; student's determining and outlining non-useful information from the written text, specifying and expressing the main idea with his own words, choosing the major sentence in each paragraph. Researchers and teachers moot that using the summarization technique is a good method to manage the understanding and to remember the ideas. [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 Journal of Theory & Practice in Education (JTPE) / Eğitimde Kuram ve Uygulama is the property of Journal of Theory & Practice in 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.)

The objective of this study is to reveal attitudes and motivations of 5th and 6th grade students toward reading and investigate their correlation with the level of comprehension, skill of reading comprehension, skill of reading arising from personal tendency, and skill of reading arising from school. The study was conducted in the relational screening model. The population of the study consisted of 5th and 6th grade students receiving primary education in the city center of Kars. Being among the random sampling technique; simple random sampling technique was used in the study. Accordingly, schools (Fevzipaşa Secondary School, Atatürk Secondary School and İmamhatip Secondary School) were randomly selected from 21 schools in the city center of Kars. And then the study was conducted with students receiving education in the 5th grade (7 classes) and in the 6th grade (4 classes), who were selected from these schools by using the cluster sampling method. The sample size of the study was determined as 438 individuals at the confidence level of 0.98 (Büyüköztürk et al., 2014).The data were collected by using the "Reading Attitude Scale" developed by Başaran and Ateş (2009), "Reading Motivation Scale for Texts" developed by İleri (Aydemir) and Öztürk (2013), "Reading Extent Scale" developed by Yıldız (2010) and the "Reading Comprehension Test" developed by the researcher as a success test. According to the results, it was determined that 5th and 6th grade students had higher attitudes and motivations toward reading. Additionally, while there was a positively moderate correlation between attitudes and motivations, motivation had a lower correlation with comprehension and reading arising from personal tendency. It was determined that while attitudes had a positively significant but lower correlation with comprehension and reading arising from personal tendency; reading arising from school had no correlation with any variable. According to the findings about reading comprehension; while motivation could account for 31% of reading comprehension, there was no significant result concerning reading comprehension in attitude level. Similarly, considering the results about reading arising from personal tendency; it was determined that attitude was not significant, but motivation affected reading arising from personal tendency. [ABSTRACT FROM AUTHOR]

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.)

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.)

Copyright of Journal of Theory & Practice in Education (JTPE) / Eğitimde Kuram ve Uygulama is the property of Journal of Theory & Practice in 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 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.)

Copyright of Education & Science / Egitim ve Bilim is the property of Turkish Education Association 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 research, it is aimed to determine effects of applications of Video Self Modeling on development of fluent reading and comprehension skills of primary school students who have fluent reading and comprehension difficulties although they have not a handicap of mental or physical. In this research, test subject was a 4th grade student and he was Attending Kütahya Fatih Ilköğretim School. Applications took three months. In these applications, Video Self Modeling was used. Before applications, it is determined that reading grade of test subject was worry level. After applications, it was determined, positive attitude and reading grade of test subject developed. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Theory & Practice in Education (JTPE) / Eğitimde Kuram ve Uygulama is the property of Journal of Theory & Practice in 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.)

Psycholinguistics is a science formed with the contributions of linguistics examining the origins, generations and the qualities of language usage, and of psychological science studying the human behaviours. Language acquisition focuses on its comprehension and usage. Psychological processes coming out during the language learning and its usage are analysed in the light of psycholinguistics. It is also aimed to make more detailed definitions for language behaviours and display its usage referring to the functions of language. This study primarily gives information about the process of how psycholinguistics becomes an independent science and analyses its relation with the thought and society. The reflections of psycholinguistics to four basic language skills are also tried to assess in the last part of the study in relation to the Turkish Teaching Programme. [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]

Today, the most superior way of obtaining knowledge is reading. Reading gives direction to the individual's language, cognitive, social skills and future. For this reason, great importance is given to the teaching of reading. The teaching of reading is carried out based on two basic skills including word recognition and comprehension. In the word recognition process, appearance of the letters the shapes of the wordswritten in uppercase or lowercase letters are effective. Brain research reveal that the words written in small letters more quickly recognized and understood. Based on the recognition of words written in capital letters, small letters become stronger and they are recognised easier than the capital letters. For this reason, a text written in small letter is read more quickly than in capital letters. In addition, text in lowercase letters makes to examine all the details of the text, in-depth awareness and understanding. Small letters are in the process of visual recognition, attention, and remember the rule affects reading, seeing, understanding, and accelerates the configuration tasks in mind. This situation makes the use of lowercase letters in advertising. The advertising in small letters and logos were more easily recognized and remembered. Therefore, in order to increase strength of association big companies and brands, are used lowercase letters. In reading activities taking these results into well known and necessary precautions should be taken about lowercase letters. [ABSTRACT FROM AUTHOR]

Copyright of Journal of International Social Research is the property of Journal of International Social 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 Journal of International Social Research is the property of Journal of International Social 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.)

One of the ways to obtain information used in learning is reading. To have access to the information most effectively, individuals use their reading skills. Use these skills unless they understand what they read and comprehend. In this case the reading skills of individuals to learn from is in line with either a positive or negative factor. The main purpose of the study is to diagnose and correct the reading miscues of fourth-grade students' readings and comprehension. The data was collected during the spring semester of 2006-2007 academic year from the district of Beypazarı, Ankara. The fourth grade students (n = 4) were recruited from the Faruk Kefelioğlu primary school fort he purpose of evaluating their reading difficulties. Open-ended questions have been used to determine students' reading comprehension. Rubrics were used to determine students' read alouds and reading fluency errors. To ensure students' assessment scores as a specialist three areas have been identified. Existing in the research process in students reading and reading comprehension after determining the reading level of difficulty and reading comprehension of students with errors has been identified. As a result of the research, it is observed that students when reading aloud, their reading fluency and reading comprehension errors decreased. In addition, the results of the study revealed that students' reading and comprehension levels have been increased. [ABSTRACT FROM AUTHOR]

The purpose of this study is to investigate the influence of text type in loving and comprehension the thing that individual read. With this purpose, by giving event and situation story to the students, an application study has been applied in the direction to reading comprehension of the students, and, the questions based on the comparison of the two texts in direction of audial aspect have been given. The study was carried out on 133 primary school students of 8th class attending school in two schools of the towns of Dinar and Çay of Afyon Karahisar. In the conclusion of the study, it was concluded that event story became more effective in gaining reading habit and the success of reading comprehensions indicated remarkable distinction in terms of types of texts and residential areas. In the result of the study, it was concluded that leading to reading in rural areas and using of event story in gaining reading habit should be handled, and some suggestions were put forward. [ABSTRACT FROM AUTHOR]

Copyright of Journal of International Social Research is the property of Journal of International Social 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.)

This research is designed to put forward the effect of intertextual reading on understanding the read material. In the thesis aimed to indicate the effect of intertextual reading on understanding the read material, one of the minor research questions is the degree to which intertextual reading affect the actualization of the comprehension. The research is structured with the model with pre-test and post-test control groups. Since pre- and post experiment assessment is done, pre-test and post-test control groups are chosen. The sample of the research is randomly chosen among the pilot schools and 5th grade classes of Emin Sağlamer primary school in Yenimahalle district in Ankara city. The 5yh grade classes of Emin Sağlamer primary school is composed of two sections. Total number of the students of these two sections is 71. However, the data is gathered from 69 students. Experimental study proceeded during the defined subject of "Natural Disasters". The defined subject is planned as 24 work days between 10 April- 12 May, 2006 and is worked for 6 hours weekly. Comprehending what is read is in high level in the texts that are read through intertextual reading. In the texts those are read through intertextual reading; comprehension in the knowledge, apprehension, application, analyses, synthesis and evaluation levels are higher than the one not done so. [ABSTRACT FROM AUTHOR]

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 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.)

Copyright of Journal of Turkish Educational Sciences is the property of Journal of Turkish Educational 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.)