Abstract:

Reading helps us both learn about a topic and develop our aesthetic and artistic feelings. It requires a series of mental processes to ensure understanding that the main purpose of reading is.  The awareness of the individual’s cognitive skills in the process that includes the pre-read, read order, and post-read stages of the reading function, the ability to control himself and the process and ultimately to evaluate by receiving feedback, can be regarded as the individual’s cognitive activities. This research was done to identify the levels of Turkish teachers using their cognitive awareness skills in reading strategies. The universe of research is formed by Turkish teachers who work in high schools associated with the Ministry of National Education in Kars and their districts. The data is collected by the scale of cognitive awareness of Reading Strategies. In the analysis of the data, visual statistics, independent t test and ANOVA test were used. According to the results of the research; the total points that Turkish teachers get from the reading strategies of their cognitive awareness skills are not significantly different according to the variable of gender, type of graduation, postgraduate, department they are graduated, receiving reading education lessons, finding sufficient lesson credits, the number of books read, fast reading techniques receiving education. However, according to these variables, there is a significant difference in some lower dimensions of the scale.

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