Özet:

The goal of reading activity is to comprehend. The students can use many strategies and techniques to comprehend that they read. These strategies can vary according to the purpose of using or teaching and the type of text. The aim of this study is to determine whether there is any differentiation of the training according to reading strategies on reading comprehension of/by fifth grade students. The strategies used in this study are reading comprehension tasks for Turkish courses that are prepared based on the curriculum already implemented and SQ3R (survey, question, read, recite, review) and DR-TA (direct reading and thinking activity) strategies. The model used in this study is random design with pretest-posttest control group. The study was conducted with 97 students that are the fifth grade in Aksaray city center. During the experiment process five narrative texts was used considering the steps of the strategies. Pretest and post-test data obtained from the students were analyzed by t-test and ANOVA. According to the findings there has been a significant difference in the favor of DR-TA strategy between the posttest success scores of the students trained with DR-TA strategy and of the control group and the students trained with SQ3R strategy. There has been a significant difference neither between the overall success in Turkish courses and the strategy training, nor between the gender and the strategy training.

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