Abstract:

The main purpose of this research was to determine the impact of children's literary works on reading motivation, reading attitude and reader self-perception of the 6th Graders at lower secondary school. In this study, the "pre-test-post-test matched control group design," one of the quasi-experimental designs among the quantitative research designs, was used. The study group of this research consisted of 6th graders at Cumhuriyet Lower Secondary School located in Silopi district of Şırnak province. Thirty 6th graders studying at Cumhuriyet Lower Secondary School in the 2022-2023 academic year were randomly selected as the experimental group and 30 as the control group. In this study, the reading motivation and reading dedication scale, reading attitude scale for lower secondary school students, and reader self-perception scales were used as data collection tools. In the data analysis, the normality values of the scores of the experimental group and the control group in the pre-test and post-test of the reading motivation and reading dedication scale, reading attitude scale and reader self-perception scale were examined. Shapiro-Wilk values, one of the normality assumptions, were examined for the analysis techniques to be performed. During this analysis process, a dependent samples t-test was used to compare the pre-test and post-test scores of the experimental and control groups from the scales within the same group. Independent samples t-test was used to compare the pre-test and post-test scores of the control and experimental groups. The findings showed that reading children's literary works had a positive effect on lower secondary school students' reading motivation and dedication to reading, reading attitude and reader self-perception.

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