İlkokul Öğrencilerinin Okur Benlik Algısı ve Okuduğunu Anlama Becerileri Arasındaki İlişki

Abstract

Reader self-perception, that is one of the basic elements of the reading motivation, is a notion how many to find adequate oneself as a reader. To know the students' reading self-perception levels at primary school is essential to develop reading comprehension skill. This study aimed to ascertain the relationship between primary school students’ reader self-perception and their reading comprehension skills. The study was conducted in line with the correlational survey model. The sample group consisted of a total of 382 students, 194 girls and 188 boys, studying in the 2nd, 3rd, and 4th grades of a public school. As a data collection tool in the research; The "Reading Comprehension Test", which was prepared separately according to the grade levels, was used to measure the reading comprehension skills of the students, and the "Reader Self-Perception Scale" was used to determine the students' perceptions of reading. T-test, one-way ANOVA and Pearson correlation coefficient were used in the analysis of the data.The results showed that female students’ reader self-perception levels were higher than those of male students, and that the fourth-grade students had the highest reader self-perception level, when the grade levels were compared. In addition, a weak, positive, and significant correlation was found between primary school students’ reader self-perception levels and their reading comprehension skills. Based on the results of the study, some suggestions are presented.

Karma metinlerin ortaokul öğrencilerinin okuma tutumları ve okur öz algılarına etkisi

“…İlgili alan yazında yapılan birçok çalışma incelendiğinde okuma alışkanlığının kazanılmasında okumaya yönelik tutum (Akkaya, Özdemir, 2013;Karabay, Kuşdemir-Kayıran, 2010;Sallabaş 2008;Ünal, 2012;Wagner, 1994) ile bireydeki okuma öz algısının (Alpoğuz, 2014;Asraf ve Abdullah, 2016;Hogsten ve Peregoy, 1999;İnnalı, 2014;Kwon ve Linderholm, 2014;Phillips, 2002;Smith, Smith, Gilmore ve Jameson, 2012) etkili olduğu tespit edilmiştir. Ayrıca okur dostu metin olma özelliğinin okuduğunu anlama başarısıyla ilişkisi (Çelik, Demirgüneş ve Fidan, 2015), metinsel aşkınlık ilkesine göre düzenlenen metinlerin okuduğunu anlama ve okuma tutumuna etkisi (Durmuş, 2017), öğrencilerin sempati duydukları karakterlerin yer aldığı metinlerin okuma motivasyon ve okuma tutumlarına etkisi (Uysal-Dede, 2019) metin uzunluklarının öğrencilerin okuduğunu anlama üzerindeki etkisi (Kaya, 2020), derinlemesine okuma stratejisinin okuduğunu anlamaya etkisi (Güçlüer ve Baştuğ, 2022) konularında çeşitli çalışmaların yapıldığı alan yazınında tespit edilmiştir.…”