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Bu araştırmada okuma tutumunun, Türkçe dersine ilişkin tutum üzerindeki etkisi ve bu etkide cinsiyetin rolünün yapısal eşitlik modellemesi yoluyla incelenmesi amaçlanmıştır. Araştırma ilişkisel tarama yoluyla gerçekleştirilmiştir. Çalışma grubu basit seçkisiz örnekleme yoluyla belirlenmiş olup 6, 7 ve 8. sınıfta öğrenim göre 317 öğrenciden oluşmaktadır. Verilerin toplanmasında Özbay ve Uyar (2009)’ın geliştirdiği “Okumaya Yönelik Tutum Ölçeği” ile Ünal ve Köse (2014)’nin geliştirdiği “Türkçe Dersine Yönelik Tutum Ölçeği” kullanılmıştır. Verilerin analizinde yapısal eşitlik modellemesi kullanılmıştır. Araştırmadaki modellere dair parametrelerin tahmininde maksimum olabilirlik (Maximum Likehood) yöntemi, uyum iyiliği değerlerinin incelenmesinde ise χ2/df, CFI, GFI, TLI, NFI, IFI, RMSEA ve SRMR uyum indeksleri kullanılmıştır. Araştırma sonucunda tüm hipotez modellerin geçerli olduğu; okuma tutumunun, Türkçe dersine ilişkin tutumun %40’ını açıkladığı görülmüştür. Bunun yanı sıra erkek öğrencilere ilişkin oluşturulan modelde okuma tutumunun, Türkçe dersine ilişkin tutumun %30’unu, kız öğrencilere ilişkin oluşturulan modelde ise %40’ını açıkladığı belirlenmiştir.

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This study aims to investigate the sixth, seventh and eighth grade students' attitudes to read in terms of various variables. The "Adolescent Reading Attitude Scale" developed by McKenna, Conradi, Lawrence, Jang and Meyer (2012) and adapted to Turkish by Bastuğ and Keskin (2013) were used to collect data on the study conducted through the instrument of descriptive screening model. Results of exploratory factor analysis and confirmatory factor analysis revealed that Cronbach's alpha coefficients of the scale of four sub-dimensions were .69, .80, .69, .66 and .62 for the overall scale, recreational digital, recreational print, academic print and academic digital, respectively. Exploratory and confirmatory factor analyses were performed in order to test construct validity of the scale in this research. With this measurement tool; the attitudes towards reading of 6th, 7th and 8th grade students; grade level, gender, educational status of parents, liking to read and write, Turkish course notes, factors impeding reading of books, number of pages read weekly. IBM SPSS 23 software was used to analyse the data. The central tendency and distribution measures (frequency, percentage, mean, kurtosis and skewness) for the descriptive statistics and demographic variables in the study were calculated. Confirmatory factor analysis of the measuring instrument used in the research was performed with AMOS 22.0 software. In the analysis of the obtained data, T test was used to test the significance of the two variables, and one way variance analysis (ANOVA) was used to test the meaningfulness between the two variables. As a result of the research, it was determined that the attitudes of the students towards reading differed in terms of gender, liking to read and write, and the number of pages that they read weekly. On the other hand, it has been determined that the students' attitudes towards reading have similar qualities in terms of Turkish lecture note, class level, obstructive factor, and educational level of their parents. [ABSTRACT FROM AUTHOR]