ÖZ: Bu çalışmada, metindilbilim tabanlı bilişsel bir okuma modeli olan Etkileşimsel Model'in temel alındığı bir okuma öğretiminin, öğrencilerin Türkçe bilgilendirici metinleri anlama düzeylerine etkisi araştırılmıştır. Bu çalışma deneysel bir çalışma olarak planlanmıştır ve deneysel model olarak "Kontrol Gruplu Ön ve Son Test Modeli" kullanılmıştır. Bu araştırma üniversite birinci sınıf öğrencileri üzerinde gerçekleştirilmiştir. Veriler, araştırmacı tarafından geliştirilen ve okuma becerisinin kavrama ve uygulama düzeyini ölçen, kısa yanıtlı 20 sorudan oluşan "Okuduğunu Anlama Becerisi Ölçme Aracı" ile elde edilmiştir. Elde edilen veriler bilgisayar ortamına aktarılmış; yapılan istatistiksel analizler sonucunda deney grubu lehine anlamlı fark bulunmuş ve çalışmanın denenceleri doğrulanmıştır. Etkileşimsel Model'in öğrencilere okuduğunu anlama becerisinin "kavrama" ve "uygulama" düzeyindeki davranışları kazandırmada ve ayrıca okuduğunu anlama becerisini bütünleyen davranışları kazandırmada (toplam erişide) geleneksel yönteme göre daha etkili olduğu saptanmıştır. Anahtar Sözcükler: Okuma stratejileri, Etkileşimsel Model, bilgilendirici metin The effect of teaching reading strategies based on interactive model onTurkish informative text ABSTRACT: In this study, Interactive Model which is a textlinguistic based cognitive reading model has been used to investigate the effect of this model on the students' comprehension and application level of informative texts in Turkish. This study has been planned as an empirical study, and as an ampirical model the "Pre and Post Test with Control Group" has been used. This research has been conducted with the freshman students at Başkent University, for 10 weeks. The data which is necessary to test the hypothesis of the study, have been obtained by "The Reading Comprehension Skill Scale" with 20 short answers developed by the researcher. The data has been processed in the computer and as a result of the statistical analyses a wide range of difference has been found in favour of the sample group. Thus the hypotheses of the study have been approved. It has been discovered that the Interactive Model has a greater effect on the improvement of comprehension skills in the understanding and application levels and on the improvement of other skills that support comprehension than the traditional model.

Problem Statement: In entering the world intellectually and affectively equipped, humans develop in a systemic way that encompasses both thought and art education and in which written, oral, and visual texts are important tools. In particular, visual literacy, which refers to the interpretation of elements other than written text, including images, symbols, shapes, and colors, has come into prominence through new learning approaches that emphasize the importance of using numerous stimuli. All texts convey a meaning and a message, which to comprehend requires textual analysis, the different theories and methods of which vary among various types of texts. As discussed in this article, the semiotic analysis theory provides tools for textual analysis concerning the dimensions of narrative discourse.Purpose: This study aimed to determine how a writing lecture activity based on semiotic analysis theory affects students' writing skills. To that end, cartoon caricatures were selected as visual texts for analysis.Method: This experimental research based on pre-and post-tests was conducted with a dependent group of 40 7 th -grade students in a school within Turkey's Ministry of Education. Data collection involved having each student develop two texts for caricature analysis: one prior to an experiment based on the traditional approach, and the other after an experiment based on the semiotic method. The differences between scores received for each text by all students were analyzed.

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