Abstract:

Main purpose of this study was to examine Turkish and classroom teachers’ applications performed in the process of earning reading comprehension skill, in terms of some variables. For this purpose, the research is in general survey model and descriptive. The universe of the study consists of Turkish and Classroom teachers working in a city center in central Anatolia in the 2019-2020 academic year. A total of 144 teachers, including 57 Turkish and 87 classroom teachers, participated in the sampling. The "Reading Comprehension Skills Scale" developed by Epçaçan and Erzen (2010) was used to collect research data. Data were analyzed using independent t test, Kruskal Wallis test and Mann Whitney-U test. According to the results of the research; It has been determined that there is no statistically significant difference between the strategies, methods and techniques followed in the process of gaining Turkish and Classroom teachers' reading comprehension skills according to gender and the type of education graduated. On the other hand, included in the evaluation within the scope of the research; There is a significant difference in terms of years of service, branch, and socio-economic variables.

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