Abstract:

The aim of this study is to evaluate the effect of creative writing and creative reading activities on creative reading achievement.In the collection and analysis of the research data, the quantitative method, and accordingly, the pretest-posttest model with a non-equivalent control group was preferred. The study was conducted with fourth graders studying at elementary schools in the Denizli province in the fall term of the 2015-2016 school year. There were 32 participants in total. The data were gathered through the "Creative Reading Process Assessment Scale (CRPAS)" developed by the researchers. The Cronbach's Alpha reliability coefficient of the scale that consisted of 28 items was 0,88. In the study, a significant difference was revealed between posttest scores of the experimental and control groups, t (30)=8,83, p<0.01. At the end of the procedure, there was a significant difference between the pretest and posttest scores of the control group, t(30)= 2,67, p< 0,01, and between the pretest and posttest scores of the experimental group, t(30)= 21,20 P<0,01. According to the results of the study, creative reading and creative writing practices were influential on improving creative reading achievement.

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