Abstract:

The purpose of this research is to describe and compare mental processes by identifying the reading-understanding strategies they use during understanding that students are defined as good and weak readers. The research has been used by the research methods. The study was conducted in 2017 with four students who continued to the fourth grade of a primary school located at the middle socio-economic level in Aydin or Efeler district. The data on the mental processes that students use during reading are obtained through the voice thinking method, which is one of the most effective methods in describing the mental activities that end in the process of understanding that they read and defining the understanding strategies used in this process. As a result of the analysis of the data obtained from voice thinking attitudes, it has been shown that the read-understanding strategies that students use and consequently mental processes differ. It has been determined that the students qualified as good readers are realizing more use of strategy in the process of understanding that they read. With this result, it is possible to say that when students are considered to be young, they use reading-understanding strategies without realizing. It is also concluded that both good and weak readers have reached less levels of evaluation in terms of mental processes.