Authors:Burcu ODABAŞI; Hayriye Gül KURUYER Abstract: The aim of this study is to develop a standardized Reading Comprehension Calibration Scale for fourth grade primary school students and to test its validity and reliability. The study group of the research consists of a total of 302 fourth grade students (X̄(age)= 9.6, SD= .06), 159 girls and 143 boys, who continue their education in three different primary schools in the Altınordu district of Ordu province. In the study, the reading comprehension calibration of the fourth grade primary school students was evaluated with the Reading Task Scoring Rubric and Reading Comprehension Calibration Scoring Rubric developed based on the Reading Comprehension Calibration Scale, and their validity and reliability studies were carried out. The obtained results reveal that the Reading Comprehension Calibration Scale makes valid and reliable measurements and that the scale gives consistent evaluations of certain reading skills and cognitive tasks related to fourth grade primary school students’ reading comprehension; in other words, the results show that it is a valid and reliable scale for measuring calibration. PubDate: Thu, 28 Apr 2022 00:00:00 +030
Authors:Seda ARTUÇ BEKTEŞ; Mustafa KURT Abstract: In recent years, it has been observed that values education and its related concepts are frequently included in educational programs. Value education, which starts in the family and continues at school, is important in terms of adopting values, making them a lifestyle and transferring them to future generations. The purpose of this research study is to determine the functions of Ziya Gökalp's Alageyik and Turan poems in the process of gaining national identity for secondary school students in the context of values education. For the aforementioned purpose, Gökalp's poems named "Alageyik" and "Turan" have been examined as the object of the research. This study is structured as a qualitative research and is a single case study from qualitative research designs. Document review has been preferred as data collection method. The category list related to the national/spiritual values mentioned in the poems used in this research has been used as a data collection tool. Nelson's classification of values have been adapted to the poems, which are the object of study of the research, in terms of content, and the findings have been categorized according to this classification. As a result of the information given and the findings of the study, it has been concluded that there are many national and moral values in the content of the poems examined in the research. Based on the purpose of the research, it has been determined that the mentioned poems contain elements that will contribute to the values education in the process of national identity construction of the target audience. PubDate: Thu, 28 Apr 2022 00:00:00 +030
Authors:Ali Ferhat ÖMEROĞLU; Sakine HAKKOYMAZ Abstract: The aim of this study is to examine the methods and techniques used for vocabulary teaching in Turkish language textbooks for secondary school level. The data set of this study consists of the Turkish language textbooks for 5th, 6th, 7th, and 8th grade secondary school level in use starting from the 2021-2022 academic year. Drawing on qualitative research pattern, this study obtains its data through document analysis. The textbooks in this study are examined using the “Evaluation Form for Methods and Techniques Used in Vocabulary Teaching” developed by the researchers. This study draws on content analysis to analyze and interpret the data. Findings of the study show that the textbooks for 5th, 6th, 7th, and 8th grade secondary school level used all methods and techniques for vocabulary teaching for 473 times. This study also concludes that a total of 16 individual methods and techniques are used in the textbooks and that these methods and techniques in the textbooks for all grades are of very similar nature; thus, they fail to offer diversity to teachers and students. Furthermore, this study reveals that the methods and techniques intended to develop receptive vocabulary outnumber those intended to develop productive vocabulary in the activities for vocabulary for all grades. Future research to be periodically performed on the qualities and diversity of the methods and techniques used in the activities for vocabulary teaching would importantly help scholars in the relevant field and provide significant insights into the developments in the field to textbook writers and publishing houses. PubDate: Thu, 28 Apr 2022 00:00:00 +030
Authors:Gürbüz ÇALIŞKAN; Emine SUR Abstract: This study aimed at specifying and assessing the opinions of Turkish teachers about speaking and writing activities they employ in the classroom. The study group of the research consisted of twenty-one Turkish teachers of different ages and experiences. A semi-structured interview form consisting of eleven open-ended questions was used to gather data within the scope of the research. The thematic content analysis method was utilized in the analysis of the data. As a result of the thematic content analysis, it was specified that Turkish teachers used different activities to improve their speaking and writing skills, and different techniques to ensure their participation in this process. In addition, it was obtained that teachers did not use technology-supported applications and certain activities contributing to speaking development. On the other hand, it could be said that although Turkish teachers were aware of the significance of speaking and writing skills, they did not carry out adequate studies in assessing these skills and did not conduct measurement and evaluation processes, especially for the improvement of speaking skills. PubDate: Thu, 28 Apr 2022 00:00:00 +030
Authors:Filiz METE; Seher ÇİÇEK, Ahmet ASAR Abstract: The aim of this study is to reveal whether there is a difference between the Turkish textbooks prepared according to the constructivist approach within the framework of changing teaching approaches and the Turkish textbooks before the constructivist approach in the handling of grammar subjects. For this purpose, Turkish textbooks for grades 6-7-8 grade between 1992 and 1995 and Turkish textbooks in 2018 and 2019 were examined by document analysis method. The data obtained were scanned according to the sub-fields of grammar, meaning, sound, form and word, syntax topics and terms, and were presented in tables. As a result, it was understood that grammar terms were intense in the books prepared before 2005, the information was given directly, the grammar topics were concentrated in the 6th and 7th grades, and the grammar topics were repeated in the 8th grade. In the textbooks prepared after 2005, it was understood that grammar subjects were graded and only the necessary information for teaching new grammar subjects was repeated, the relevant information was given directly and this information was included at the end of the activities, and grammar teaching was generally tried to be taught based on semantic knowledge. PubDate: Thu, 28 Apr 2022 00:00:00 +030
Authors:Kadri BAYRAM; Ahmet KANMAZ Abstract: This study was conducted using the relational survey model, a quantitative research method, to answer the question of what kind of relationship there is between the level of using metacognitive reading strategies and reading comprehension achievements of eighth graders. The study was carried out with eighth-grade students attending public secondary schools in the Çukurova district of Adana in the 2021-2022 academic year. The total number of the entire eighth-grade population is 6454 and the sample size is 700. The data were collected through the reading comprehension achievement test and the metacognitive reading strategies scale. Reliability analysis, descriptive analysis, Pearson correlation, regression analysis, Kruskal Wallis-H, and Mann-Whitney-U tests were conducted based on the distribution of the data. The results showed that students employed metacognitive reading strategies, general reading strategies, and supportive reading strategies at a moderate level, and problem-solving strategies at a high level. The reading comprehension achievement level of the participants was moderate. A positive, moderate, and significant relationship was found between the students’ use of the general reading, problem-solving and supportive reading strategies and their reading comprehension achievement. Based on the findings, it is believed that strategy-based reading activities in Turkish courses will contribute to the students' reading comprehension achievement. PubDate: Thu, 28 Apr 2022 00:00:00 +030
Authors:Ergün YURTBAKAN; Elif Gül YURTBAKAN Abstract: The aim of the study is to determine the experiences of mothers of preschool children participating in dialogic reading practice. The phenomenology pattern of the qualitative research approach was used in the research. Seven mothers whose children were in the pre-school period participated in the study, which was selected through appropriate case sampling. The data obtained with the semi-structured interview tool were analyzed with descriptive analysis. At the end of the analysis, they stated that mothers occasionally read books with their children using the traditional method, and at the end of this, only the listening skills of their children improved. Mothers who said that dialogic reading differs from traditional reading because it is more fun, stated that they would prefer dialogic reading in their future readings because dialogic reading develops their children's imagination. They emphasized that dialogic reading improves their empathy, their children's cognitive skills of listening, speaking and understanding, and their emotional happiness, and strengthens friendships in the social field. PubDate: Thu, 28 Apr 2022 00:00:00 +030
Authors:Emrullah ET; Nilay ÇAĞLAYAN DİLBER Abstract: The purpose of this study is to examine the effects of cartoon-based writing studies on the development of 7th grade students’ creative writing skills. For this purpose, writing education practices were carried out using cartoons selected in line with the expert opinions, taking into account the developmental levels of the students. In the implementation phase, different activities were prepared for each cartoon, and with those activities, the creative writing practices sequenced from simple to the complex were conducted. The sample consists of 46 7th graders in two classes at the Yenimahalle Secondary School in Ankara in the second term of the 2017-2018 academic year. The pre-test-post-test experimental design with a control group was used in the study. The research was conducted two hours a week and lasted a total of seven weeks. The data were obtained through the ‘’Creative Writing Scale’’ developed by Öztürk (2007). The data analyzed statistically showed that cartoon-based writing practices caused significant improvements in the texts generated by the students in terms of the originality of the ideas, the flow of the ideas, the flexibility of thoughts, word range, sentence structure, organization, conformity to grammatical rules, and writing style. PubDate: Thu, 28 Apr 2022 00:00:00 +030
Authors:Dilşat UZUNOĞLU; Seçkin GÖK, Kasım YILDIRIM Abstract: There are many studies in the literature on reading and reading comprehension. However, despite the studies, it shows that experiencing some problems in reading and reading comprehension requires looking at the subject from a different dimension. At this point, attention is drawn to word recognition skills. Word recognition skill can be briefly defined as reading words accurately and quickly. Therefore, it can be said that students who can read the words correctly and quickly will be at a good level in reading and reading comprehension. From this point of view, it is seen that word recognition skill is very important in reading skill. However, it can be said that this skill is one of the neglected skills. It is thought that the reason for neglecting this skill is due to the lack of knowledge about the skill. From this point of view, the aim of this study is to comprehensively discuss word recognition, which has an important place in reading skills. Thus, it is aimed to present a perspective to researchers and classroom teachers in order to look at reading skill from the dimension of word recognition. For this purpose, word recognition, what the concept is, developmental theories, the factors that affect it, its place in the analysis of reading processes of good readers, its reflection on different orthographies, its importance in individuals diagnosed with dyslexia, are presented within the framework of the relevant literature under the headings of developing and evaluating this skill. PubDate: Thu, 28 Apr 2022 00:00:00 +030
Authors:Sedat MADEN; Aydın ÖNAL Abstract: In this study, the opinions of Turkish teachers about online text processing were obtained and analyzed. Case study design, a qualitative research method, was employed in the study. The study group consisted of 32 Turkish teachers working in the Giresun city center and teaching online. The data were collected using the designed interview form. The opinions of the teachers were analyzed via descriptive and content analysis. The results showed that the teachers prepared the students for text processing via electronic materials and digital platforms. Also, in reading texts online, the teachers used various reading methods and tried to process the texts by asking questions to the students at regular intervals and having them summarize the texts. To improve the speaking skills of their students after text processing, the teachers had them do both prepared and impromptu speeches. It was concluded that to improve the writing skills of the students, the teachers had them produce different types of text, use text-related activities, and do writing assignments. PubDate: Thu, 28 Apr 2022 00:00:00 +030
Authors:Suna ÖZCAN; Muhammed Eyyüp SALLABAŞ, Savaş AKGÜL Abstract: The aim of this research is to determine the effect of philosophy-based Turkish teaching on asking questions and cooperative learning skills. Based on the stated situation, the effect of P4C-based questioning activities on reading comprehension and cooperative learning skills of secondary school 5th grade students was determined. The present study was designed with the nested mixed pattern of the mixed research method. While the cooperative learning scale was used as a quantitative data collection tool, a semi-structured student interview form was used to collect qualitative data. As a result of the applications made with the nested mixed pattern, it was seen that the P4C-based questioning activities applied in reading teaching were effective in the development of reading comprehension and cooperative learning. It was determined that students' views also support the quantitative data. PubDate: Thu, 28 Apr 2022 00:00:00 +030
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