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Background: The use of computer‐assisted reading comprehension is of critical importance in the context of promoting effective and engaging literacy education in the digital age. It provides students with the opportunity to work at their own pace and convenience, thereby facilitating self‐directed learning and accommodating various learning preferences and schedules. Objectives: The objective of the study was to investigate the impact of computer‐assisted and direct strategy teaching on reading comprehension, reading comprehension self‐efficacy and reading comprehension metacognitive awareness. An experimental application based on the SQ4R strategy was conducted in the direct strategy teaching (DST) and computer‐assisted strategy teaching (CAST) programmes. In the DST group, the implementation of the SQ4R strategy was conducted through direct strategy teaching, whereas in the CAST group, the same activities were carried out with the assistance of computer‐based resources. The principal objective of the study was to evaluate the efficacy of computer‐assisted strategy instruction. Methods: This study employed a combined sequential descriptive design, integrating qualitative and quantitative research models. The study was conducted with 61 fourth‐grade students, enrolled in three classrooms of a public school situated in the central district of Kastamonu, Turkey, which is characterised by a moderate socioeconomic level. The quantitative component of the study was designed as a pre‐test–post‐test control group experimental study. The qualitative component of the study comprised focus group interviews and observation. Two experimental groups and one control group were established in the course of this study. In the quantitative dimension of the combined sequential descriptive model, the Reading Comprehension Test, Metacognitive Reading Comprehension Scale, and Reading Comprehension Self‐Efficacy Scale were employed as data collection instruments. In order to collect data in the qualitative dimension, semi‐structured interview and observation forms were employed. Furthermore, the researcher's diaries, maintained throughout the research process, were employed as a data source. The quantitative data were analysed using the following techniques: arithmetic mean, frequency, percentage, standard deviation, ANOVA and covariance analysis (ANCOVA). A descriptive analysis was employed for the evaluation of the qualitative data. Results and Conclusions: Upon examination of the post‐test scores of the CAST, DST and control group students in the Reading Comprehension Test, it was observed that the CAST group exhibited the highest average. A statistically significant difference was also identified between the CAST group and the control group. Nevertheless, no statistically significant difference was identified between the DST group and the control group. Nevertheless, an examination of the mean scores reveals that the DST group exhibited considerably higher Reading Comprehension Test scores. Lay Description: Computer aided tools can be used to teachvarious reading strategies.CAST can help students improve their readingcomprehension.CAST can contribute to students' reading andcomprehension motivation.CAST can offer customised learning materialsaccording to the individual needs of the students. [ABSTRACT FROM AUTHOR]

The aim of the study is to examine the reading profiles of primary school students in terms of various variables. The sample group of the study, which was conducted using the general survey model, consisted of 537 primary school students attending state and private schools affiliated with the Ministry of National Education in Kırşehir Province during the 2023-2024 academic year. A Personal Information Form prepared by the researcher was used to determine the personal characteristics of the students participating in the study. The Personal Information Form included questions regarding the students' gender, grade level, parents' education level, and the type of school they attended. The research data were obtained using the "Reading Profile Scale." The research results showed that the reading profiles of male and female students differed based on the gender variable, and there was a significant difference in reading profiles according to grade level. However, parents' graduation status did not show a significant difference. Additionally, the results indicated that students' perceptions of their reading profiles significantly differed based on the type of school attended. [ABSTRACT FROM AUTHOR]

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This study thereby aimed to determine the students' self-esteem skills and examine them within the framework of different variables. The study was executed with a mixed methods design where quantitative and qualitative research models were used together. Survey Analysis was used for the purpose of quantitative analysis of the study, the sample was determined using the simple random sampling and 330 students participated in the survey population. Data were collected using the “Self-Esteem Questionnaire” as a data collection tool. The data were further analyzed with the SPSS statistical program; the percentage and mean values of the research data were examined, and independent t-test and one-way analysis of variance ANOVA were used to reveal the relation between different variables. Case Study was then used for the purpose of qualitative analysis of the study, the study group was determined with the convenience sampling method of the purposive sampling methods and 29 students participated in the interview. A semi-structured questionnaire was used as a data collection tool and the data were analyzed through content analysis. In accordance with the results of the research, it was concluded that the overall self-esteem level of the students was high, the self-esteem levels were higher in favor of female students however the self-esteem levels of the students did not differ based on the educational background and occupation of their parents. Furthermore, students explained the concept of self-esteem as self-respect, personal care, being organized, self-confidence and establishing good relationships with people. [ABSTRACT FROM AUTHOR]

This article discusses a study that examined the relationship between middle school students' digital game addiction and their attitudes and habits towards reading. The study found that as students' addiction to digital games increased, their attitudes and habits towards reading decreased. The study also found that male students had higher levels of game addiction and lower reading attitude levels compared to female students. The findings suggest that digital game addiction can have a negative impact on academic success and that parents and schools should regulate children's game playing. [Extracted from the article]

In this study, the wind energy characteristics of Dinar region were researched. Required wind data was provided by the Dinar Meteorology Station of the Turkish State Meteorology Service. Wind data was recorded hourly between June 2015 and May 2020. The two variable Weibull probability distribution function was used to research wind characteristics of the region. Six different methods were used to calculate shape (k) and scale (c) variables of the probability distribution function. These are moment, graph, Justus empirical, energy trend, energy pattern and maximum likehood estimation methods. The performance of these methods were compared with four different statistical error analysis methods. These are root mean square error (RMSE), coefficient of determination (R2), chisquare error (X2) and mean absolute error (MAE). According to the results, maximum likehood estimation and energy trend methods have been the most successful methods in the calculation of Weibull parameters. In addition, this study is an important preliminary study in determining the wind energy characteristic of the region. [ABSTRACT FROM AUTHOR]

The objective of this study is to adapt the Reader Self-Perception Scale being developed by Chapman and Tunmer (1995) into Turkish and examine the psychometric features of the scale. In the original form, the scale is a five point likert scale involving 30 items in three dimensions. Two different methods were used in the adaptation of the scale. In the first part, the data were collected by conducting face-to-face interviews with students just like in the original scale. In the second part, the data were collected by students filling the scale form. The study group consists of 196 students receiving education at public schools in the districts of Ankara in the first application and 232 students receiving education at public schools in the districts of Ankara in the second application. The data were analyzed using the SPSS 15 and AMOS 18 softwares. The construct validity of the scale was tested via the confirmatory factor analysis. After the DFA result of first implementation, which based on personal interwiev, one item of the scale was canceled and by this way,adaptive value was provided. The DFA result of the big implementation, that students completed the scale, there was no need to cancel any items to verification. For the first implementation, Cronbach's Alpha reliability coefficient was = .80 and for the second one was = .86. In the light of the results, Reader Self-Perception Scale was determined as valid and reliable for measurement. This scale is based on interview like the original one and it is suitable for the big implementation that students can complete unaided. [ABSTRACT FROM AUTHOR]