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Copyright of BUGU Journal of Language & Education / BUGU Dil ve Eğitim Dergisi is the property of BUGU Journal of Language & 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.)

Akıcı okuyan fakat okuduğunu yeterli düzeyde anlamayan öğrenciler papağan okurlardır. Bu çalışmada papağan okur olan öğrencilerin akıcı okurların içindeki oranlarının tespit edilmesi amaçlanmıştır. Çalışmada nicel araştırma yöntemlerinden tarama çalışması deseni kullanılmıştır. Öğrencilerin akıcı okurluk durumları doğruluk, hız ve prozodi puanları hesaplanarak; okuduğunu anlama durumları ise okuduğunu anlama soruları aracılığıyla belirlenmiştir. Öğrencilerin akıcı okuma ve okuduğunu anlama durumlarından hareketle akıcı okurların içindeki papağan okur oranları belirlenmiştir. Öğrenci doğru, hızlı ve prozodik biçimde okuyor fakat okuduğunu anlamıyorsa papağan okur olarak değerlendirilmiştir. Verilerin analizinde Office365 programından yararlanılmıştır. Çalışma grubunu 2022-2023 eğitim öğretim yılında İstanbul’da bulunan bir ilkokulda eğitim gören 311 gönüllü 2, 3 ve 4. sınıf öğrencisi oluşturmaktadır. Her sınıf düzeyinde akıcı okurların en az %32,84’ünün papağan okur olduğu tespit edilmiştir. Papağan okurlara en çok ikinci sınıfta (%80,64), en az üçüncü (%32,84) sınıfta rastlanmıştır.

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]

Copyright of Social Sciences Studies is the property of Social Sciences 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 Mother Tongue Education / Ana Dili Egitim Dergisi is the property of Journal of Mother Tongue Education / Ana Dili Egitim 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 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 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 INES Journal: The Journal of International Education Science / Uluslararası Eğitim Bilimleri Dergisi is the property of INES Journal: The Journal of International Education Science 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 Education, Theory & Practical Research (JETPR) / Eğitim Kuram ve Uygulama Araştırmaları Dergisi (EKUAD) is the property of Journal of Education, Theory & Practical Research (JETPR) / Egitim Kuram ve Uygulama Arastirmalari ) 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 Higher Education / Yüksekögretim Dergisi is the property of Deomed Publishing 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 aim of this research is to determine what kind of reading mistakes university senior Turkish teacher candidates make during reading aloud and to determine whether these mistakes correlate with gender, number of reading books per month and academic GPA.The research was conducted in the 2023- 2024 Academic Year with 30 fourth grade students studying at Gazi University, Gazi Faculty of Education, Department of Turkish Education. The participants were read two texts, one narrative and the other informative, selected from the 8th grade Turkish language textbook by taking expert opinion. In this research, in which the relational screening model, one of the quantitative research methods, was used, it was determined that Turkish teacher candidates made 13 different reading aloud mistakes. It was determined that teacher candidates made the most mistakes in “mispronouncing words, changing letters and reading words over and over again”. It has been determined that male students make fewer mistakes than female students when reading texts aloud and there is a low level of correlation between academic GPA and the number of monthly book readings with mistake rates, and that prospective teachers read the narrative text with fewer mistakess than the informative text. In line with the results based on results obtained, suggestions were made to improve reading aloud skills. [ABSTRACT FROM AUTHOR]

Copyright of Research in Reading & Writing Instruction is the property of Research in Reading & Writing Instruction 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 Research in Reading & Writing Instruction is the property of Research in Reading & Writing Instruction 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 Cyprus Turkish Journal of Psychiatry & Psychology (CTJPP) / Kıbrıs Türk Psikiyatri ve Psikoloji Dergisi is the property of Cyprus Turkish Journal of Psychiatry & Psychology (CTJPP) 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 Erzincan University Journal of Education Faculty / Erzincan Üniversitesi Egitim Fakültesi Dergisi is the property of Erzincan University Faculty of Education Journal 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 Ondokuz Mayis University Journal of Education is the property of Ondokuz Mayis 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 INES Journal: The Journal of International Education Science / Uluslararası Eğitim Bilimleri Dergisi is the property of INES Journal: The Journal of International Education Science 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 INES Journal: The Journal of International Education Science / Uluslararası Eğitim Bilimleri Dergisi is the property of INES Journal: The Journal of International Education Science 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 Firat University Faculty of Theology / Fırat Üniversitesi İlahiyat Fakültesi Dergisi is the property of Firat University 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 Instructional Technology & Lifelong Learning is the property of Instructional Technology & Lifelong Learning 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 aim of this study is to examine the problems faced by hearing impaired students in their reading comprehension skills based on teachers' opinions. In this study, which was carried out with the qualitative research method, the data were obtained from semistructured interviews. The participants were 10 classroom teachers working at Ankara Kemal Yurtbilir Hearing Impaired Primary School, and the data were analyzed using the inductive method. A total of 7 themes were determined from the findings. According to the research findings, reading comprehension skill is considered as an extremely important skill by all participants in the participation of students in educational process, academic success and participation in social life. Teachers stated that hearing impaired students do not have sufficient vocabulary, and they are insufficient in their suffix knowledge and usage. In addition, the participants stated that hearing impaired students experienced problems especially in the comprehension dimension of reading. All the teachers interviewed stated that the training program used was not prepared for students with hearing impairment, and that they needed a separate curriculum fort the hearing impaired. Training well-equipped personnel and providing educational materials are among the other notable expectations and suggestions. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Kirsehir Education Faculty is the property of Journal of Kirsehir Education Faculty 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 Itobiad: Journal of the Human & Social Science Researches / İnsan ve Toplum Bilimleri Araştırmaları Dergisi is the property of Itobiad: Journal of the Human & Social Science Researches 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.)

Critical reading is an important skill for individuals to understand what is happening in the world and to realize themselves. Societies with individuals with advanced critical reading skills reach a high level both socially and economically. These situations make the teaching of critical reading skills necessary and important. For this reason, in this study, it is aimed to evaluate the reading activities in the 5th and 6th grade Turkish textbooks in line with the critical reading criteria. The research was designed as a qualitative research and the data were collected by document analysis method. Reading activities in 5th and 6th grade Turkish textbooks constitute the documents of the research. Critical reading criteria list was used as data collection tool. The obtained data were analyzed by descriptive analysis. The criteria for making inferences and establishing a cause-effect relationship in the activities were among the prominent criteria. It has been determined that the activities in the textbooks do not meet all the criteria for critical reading, and some criteria are not included at all. It was concluded that the distribution of critical reading criteria included in the activities was not balanced. In this context, it has been stated that textbooks are not sufficient to develop critical reading skills and reading activities should be reviewed. For these reasons, suggestions have been made in line with the data and the results obtained. [ABSTRACT FROM AUTHOR]

Copyright of Bolu Abant Izzet Baysal University Journal of Faculty of Education / Bolu Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi is the property of Bolu Abant Izzet Baysal University Journal of 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 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.)

Öğretim sürecinin nihai hedefi akademik yeterliliklerin mümkün olan en üst seviyede geliştirilmesidir. Bu nedenle didaktik süreç ve etkinliklerin tasarımında, öğrenme-öğretme dinamikleri üzerindeki etkili olan unsurların belirlenmesi, elde edilecek öğrenme çıktılarının niteliği bakımından son derece önemlidir. Öğretim sürecinde gelişimi hedeflenen ve üzerinde önemle durulan öğrenme alanlarından birisi de okumadır. Zira okuma temel dil becerilerinden birisi olmakla birlikte kuma becerisinin gelişimi, diğer öğrenme alanlarındaki akademik gelişim açısından da önemlidir. Okuma, temel amacı metnin anlamlandırılması olan ve çeşitli düzeylerdeki bilişsel eylemler aracılığıyla gerçekleşen bir eylemdir ve okuma eylemi sonunda elde edilecek ürünün niteliği (bilgi edinme durumu) süreç boyunca gerçekleştirilen işlemlerin niteliği ile doğru orantılı olacaktır. Metinsel anlama erişimde, metinde yer alan her bir unsurun, söylem yapısı uyarınca nasıl bir araya geldiğine dair kurulumların yapılması gerekmektedir. Dolayısıyla okuma-anlama süreci açısından temel unsurlardan birisi söylem işlemedir. Söylem işlemedeki temel hedef yerel ve küresel tutarlılık ağlarını belirginleştirmek üzere metin bölütleri (segmentleri) arasındaki zihinsel bağlantıları yapılandırmaktadır. Bu yönüyle söylem işlemenin kendisi başlı başına zihinsel süreçlere yayılan bilişsel bir eylemdir ve bilişsel sistemin, söylem işlemleme sırasındaki çalışma dinamiklerine ilişkin bilgi ile bu işlemlerin gerçekleştirilmesini sağlayan kortikal alanların belirlenmesi okuma becerisinin gelişimi açısından önemlidir. Bu akademik zeminden hareketle çalışmanın amacı söylem işleme süreçlerinde bilişsel sistemin nasıl çalıştığını ele almak ve bilişsel işlemlerin hangi kortikal alanların aktivasyonu ile sağlandığını yapılan çalışmalardan elde edilen bulgular doğrultusunda irdelemektedir.

Kur’ân’daki yakın anlamlı kelimeler aynı manaya gelecek şekilde Türkçeye tercüme edilmektedir. Ancak ayetlerdeki siyaka göre değerlendirildiğinde bu kelimelerin aynı manaya gelmediği görülmektedir. Bu sebeple bu tür sözcüklerin geçtiği âyetlerin muhatabı ve hangi konudan bahsettiği tespit edilmelidir. Türkçeye “Kur’ân okuma” olarak çevrilen telâ, derase, rattele ve karae fiilleri yakın anlamlıdır. Araştırmamızda bu sözcükleri seçmemizin sebebi bunların yaygın kullanımında Kur’ân’daki mananın dikkate alınmamasıdır. Kur’ân’ın, Mushaf haline getirilmesinden sonra tarihi süreçte bu kelimeler sabit bir metni okuma çerçevesinde değerlendirilmiştir. Söz konusu kelimelerin anlamının âyete göre değiştiğinin tespit edilebilmesi için öncelikle âyetlerin tarihî bağlamı belirlenmeli ve dilsel kullanımları araştırılmalıdır. Ne var ki gerek vücûh kitaplarında gerekse tefsirlerde söz konusu kelimelerin kullanımları ve anlamları yeterince dikkate alınmamıştır. Bu durum Türkçe meallere de yansımış, ilgili lafızların anlam incelikleri ve muhatap değişkeni göz ardı edilmiştir. Belirlediğimiz çerçeveye bağlı olarak bu kelimeleri tefsir kaynaklarından araştırdık. Ulaştığımız verilerin vücûh edebiyatı eserlerindeki karşılığını inceledik. Bu edebiyatta zaman zaman muhatap bilgisi ve anlam inceliği dikkate alınmadığı için dakik bir mana verilmediğini tespit ettik.

PISA Okuma Becerileri Yeterlikleri öğrencilerin okuma becerilerinde hangi düzeyde, ne tür işlemler yapabildiğini tanımlamaya yönelik bir seviyelendirme sistemidir. Bu seviyelendirme sistemi, öğrencilerin okuma becerilerindeki yeterliklerini değerlendirilebilir kılmakta, bu yönüyle eğitim sürecinin ve sürece ilişkin unsurların niteliği hakkında fikir vermektedir. Bu çalışmanın amacı Liselere Giriş Sınavı Türkçe bölümü sorularını PISA Okuma Becerileri Yeterlik Düzeyleri çerçevesinde incelemektir. 2022 LGS Türkçe bölümünden 15 soru, 2023 LGS Türkçe bölümünden 17 soru araştırmanın inceleme nesnelerini oluşturmaktadır. Temel nitel araştırma deseninin kullanıldığı araştırmada veriler Soru İnceleme Formu ile elde edilmiş ve betimsel olarak sunulmuştur. Araştırmada 2022 LGS Türkçe sorularının %20’sinin 1a düzeyinde, %6,67’sinin 2. düzeyde, %46,67’sinin 3. düzeyde, %20’sinin 4. düzeyde ve %6,67’sinin 5.düzeyde; 2023 LGS Türkçe sorularının %11,76’sının 1a düzeyinde, %11,76’sının 2. düzeyde, %52,94’ünün 3. düzeyde, %17,65’inin 4. düzeyde ve %5,88’inin 5. düzeyde olduğu sonucuna ulaşılmıştır. PISA Okuma Becerileri Yeterlik Düzeyleri dikkate alındığında her iki sınavda da 1b, 1c ve 6. düzeyde soru ile karşılaşılamamıştır.

Copyright of Anadolu University Journal of Education Faculty (AUJEF) is the property of Anadolu Universitesi Egitim Fakultesi 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 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.)

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.)

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.)

Copyright of Journal of Child & Development (J-CAD) / Çocuk ve Gelişim Dergisi (ÇG-D) is the property of Hatice Bekir 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 Itobiad: Journal of the Human & Social Science Researches / İnsan ve Toplum Bilimleri Araştırmaları Dergisi is the property of Itobiad: Journal of the Human & Social Science Researches 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 Buca Faculty of Education Journal / Buca Egitim Fakültesi Dergisi is the property of Buca Faculty of Education Journal 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 Sport & Recreation Researches is the property of Journal of Sport & Recreation Researches 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 Cumhuriyet International Journal of Education is the property of Cumhuriyet 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 Journal of Mother Tongue Education / Ana Dili Egitim Dergisi is the property of Journal of Mother Tongue Education / Ana Dili Egitim 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 E-International Journal of Educational Research is the property of E-International 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 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 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.)

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]

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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.)

Bu araştırmada Forzani, Leu, Li, Rhoads, Guthrie ve McCoach (2020) tarafından geliştirilen “Çevrim İçi Okuma Motivasyonu Ölçeği”nin Türkçeye uyarlanması amaçlanmıştır. Çalışmada öncelikle ölçeğin uyarlanması için gerekli izinler alınmış ardından uyarlama aşamasına geçilmiştir. Ölçeğin dil geçerliğinin sağlanması amacıyla maddeleri 4 dil uzmanının görüşü alınarak Türkçeye çevrilmiş; orijinal ölçek ve Türkçeye çevrilen ölçek MEB’e bağlı okullarda öğretmenlik yapmakta olan 22 İngilizce öğretmeni tarafından doldurulmuştur. Ölçeğin orijinal İngilizce formu ile Türkçe formu arasında pearson momentler çarpımı korelasyon analizi sonucunda yüksek düzeyde pozitif bir ilişki bulunmuştur (r= .996, p< .01). Dil geçerliği sağlanan ölçek Konya ili Ereğli ilçesindeki ortaokulların 5., 6., 7. ve 8. sınıflarında öğrenim gören toplam 375 öğrenciye uygulanmıştır. Uygulama sonrasında geçerlik ve güvenirlik çalışmaları yürütülmüştür. Ölçeğin orijinalinde yapılan açımlayıcı faktör analizi sonucunda belirlenmiş olan üç faktörlü yapı, Türkçeye çevrilen form aracılığıyla 375 kişiden elde edilen veriler üzerinden analiz edilmiştir. Yapı geçerliğini sağlamak amacıyla DFA analizi yapılmıştır. DFA analiziyle ölçeğin uyum indeksleri incelenmiştir ve inceleme sonunda χ2/sd oranı, RMSEA, RMR, AGFI, GFI değerleri ölçek modelinin mükemmel bir uyumu; CFI ve IFI değerinin iyi bir uyumu; NFI değerinin ise kabul edilebilir bir uyumu gösterdiği görülmüştür. Elde edilen uyum indekslerine göre ölçeğin uyum düzeyinin iyi olduğu söylenebilir. Maddelere ait faktör yük değerlerinin “.33-.65” arasında değiştiği tespit edilmiştir. Ölçeğin güvenirlik analizi için Cronbach alfa analizi yapılmış ve madde-test korelasyonları hesaplanmıştır. Toplam ölçekte Cronbach alfa katsayısı .85 ve ölçekte yer alan maddelere ilişkin madde-toplam korelasyon değerleri incelendiğinde ölçekte mevcut olan herhangi bir maddenin ölçekten çıkarılmasının güvenirlik değerinde bir değişiklik meydana getirmeyeceğini göstermektedir. Bu nedenle ölçekten madde çıkarılmaması uygun bulunmuştur. Böylelikle ölçek orijinal haliyle Türkçeye uyarlanmıştır.

Bu çalışmanın amacı, dijital öykü çalışmalarının dil becerilerine yansımalarını ortaya koymaktır. Araştırmada, temel nitel araştırma yaklaşımından yararlanılmıştır. Araştırmanın çalışma grubunu, 2005-2021 yılları arasında yapılmış, bulguları arasında temel dil becerilerine katkısı bulunan dijital öykü çalışmaları ve yurt içinde sınıf eğitimi alanında, dijital öykü konusunda lisansüstü tez yazmış 7 araştırmacı oluşturmaktadır. Araştırmanın verileri, doküman incelemesi ve yarı yapılandırılmış görüşmeler aracılığıyla elde edilmiştir. Verilerin çözümlemesinde, betimsel analizden yararlanılmıştır. Gerçekleştirilen analizler sonucunda araştırma bulguları Dinleme, Konuşma, Okuma ve Yazma Becerisi olarak 4 ana tema etrafında toplanmıştır. Araştırmacılarla yapılan görüşmeler sonunda, dijital öykü çalışması yapacak araştırmacılar için ön hazırlık çalışmasının yapılması gerektiği, teknolojik okuryazarlığın ve teknolojik altyapının önemli olduğu belirlenmiştir. Araştırmanın sonunda, dijital öykü etkinliklerinin dinleme, okuduğunu anlama ve yazma stratejilerini, konuşma motivasyonunu olumlu yönde desteklediği sonucuna ulaşılmıştır.