Özet:

The aim of this study is to examine students' high-level reading comprehension skills according to different variables and to examine the reasons for wrong answers. This research, which is based on mixed method, was carried out with an exploratory design. Data were collected through the “High Level Reading Comprehension Achievement Test”. Descriptive and relational statistics were used in the analysis of quantitative data, and document analysis was used in the analysis of qualitative data. The participants of the study consisted of 312 secondary school students who were determined by using the criterion sampling technique, which is one of the purposive sampling methods. According to the findings, the scores of the students in the achievement test were low; high-level reading comprehension skills did not differ significantly according to the gender variable; there are positive and low level relationships between course grades and high-level reading comprehension achievement scores; It has been determined that those who spend relatively more time on the Internet and cognitive games have higher reading comprehension skills. When the answers of the students are analyzed, they cannot use the skills of making comparisons, analyzing and interpreting that will enable them to make inferences in order to reach the solution of the problem; It was determined that the questions to which they gave wrong answers were mostly questions containing discontinuous texts.

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