Abstract:

In this study, it was aimed to determine the effect of the KWL strategy on the level of cognitive awareness regarding comprehension skills. The model of the research is the embedded experimental design from the mixed research models. Experimental design with control group was used in the quantitative part of the research design, in which quantitative and qualitative data were evaluated together. In the qualitative part, the interview method was used. The study group of the research consists of 5th grade students. A total of 91 students, 52 in the experimental group and 39 in the control group, were studied. During the study, reading activities using the KWL strategy were applied to the experimental group, while the course book-based teaching process was carried out in the control group. Reading Strategies Cognitive Awareness Scale and Reading Comprehension Achievement Test were applied to the groups as pre-test and post-test, and at the end of the study, qualitative data regarding the process evaluation were obtained by interviewing the experimental group. With the analysis of the qualitative and quantitative data obtained, it was concluded that the applications prepared according to the KWL strategy increased the general metacognitive skills of the students, were more effective in the planning dimension, which is one of the sub-dimensions of cognitive awareness, and improved their reading comprehension skills.

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