Views
19
Downloands
4
Okuma motivasyonunun temel unsurlarından biri olan okur benlik algısı, bir okur olarak kişinin kendini ne kadar yeterli bulduğuyla ilgili bir kavramdır. İlkokul öğrencilerinin okumayla ilgili öz/ benlik algılarının bilinmesi okuduğunu anlama becerisinin geliştirilmesi için önemlidir. Bu araştırmada, ilkokul öğrencilerinin okur benlik algıları ve okuduğunu anlama becerileri arasındaki ilişkinin tespit edilmesi amaçlanmıştır. Araştırma ilişkisel tarama modelinde gerçekleştirilmiştir. Araştırmanın çalışma grubunu, bir devlet okulunun ilkokul 2, 3 ve 4. sınıflarında öğrenim gören 194 kız, 188 erkek olmak üzere toplamda 382 öğrencisi oluşturmaktadır. Araştırmada veri toplama aracı olarak öğrencilerin okuduğunu anlama becerilerini ölçmek için sınıf düzeylerine göre ayrı ayrı hazırlanan “Okuduğunu Anlama Testi” ve öğrencilerin okumaya yönelik algılarını belirlemek için ise “Okur Benlik Algısı Ölçeği” kullanılmıştır. Verilerin analizinde t-testi, tek yönlü ANOVA ve Pearson korelasyon katsayısı kullanılmıştır. Araştırma sonuçlarına göre kız öğrencilerin okur benlik algı düzeylerinin erkek öğrencilerden daha yüksek olduğu ve sınıf düzeyleri karşılaştırıldığında ise en yüksek okur benlik algı düzeyinin dördüncü sınıf öğrencilerine ait olduğu görülmüştür. Ayrıca ilkokul öğrencilerinin okur benlik algı düzeyleri ile okuduğunu anlama becerileri arasında pozitif yönlü ve istatistiksel olarak düşük düzeyde anlamlı bir ilişki bulunmuştur. Araştırmada ulaşılan sonuçlardan hareketle birtakım öneriler sunulmuştur.
One of the basic elements of reading motivation, the reader’s self-perception is a concept of how much a person finds himself sufficient as a reader. It is important for students to develop their ability to understand that they read the knowledge of their self-perceptions related to reading. This study aims to identify the relationship between the readers’ perceptions of self and their understanding skills that they read. The research was carried out in the relational scan model. The study group consists of a total of 382 students, including 194 girls and 188 men, who studied in the second, third and fourth classes of a public school. As a data collection tool in the study, the "Test of Understanding" was prepared separately according to class levels to measure students' understanding skills and the "Listening Self Perception Scale" was used to determine students' perceptions of reading. In the analysis of the data, the t-test, one-way ANOVA and Pearson correlation ratio were used. According to the research, the highest level of reading self-perception for girls is higher than for boys, and the highest level of reading self-perception is for fourth-class students. There has also been a positive and statistically low-level meaningful relationship between the students’ readers’ self-perception levels and their understanding skills that they read. A number of recommendations have been made from the results of the study.
Reader self-perception, that is one of the basic elements of the reading motivation, is a notion how many to find adequate oneself as a reader. To know the students' reading self-perception levels at primary school is essential to develop reading comprehension skill. This study aimed to ascertain the relationship between primary school students’ reader self-perception and their reading comprehension skills. The study was conducted in line with the correlational survey model. The sample group consisted of a total of 382 students, 194 girls and 188 boys, studying in the 2nd, 3rd, and 4th grades of a public school. As a data collection tool in the research; The "Reading Comprehension Test", which was prepared separately according to the grade levels, was used to measure the reading comprehension skills of the students, and the "Reader Self-Perception Scale" was used to determine the students' perceptions of reading. T-test, one-way ANOVA and Pearson correlation coefficient were used in the analysis of the data.The results showed that female students’ reader self-perception levels were higher than those of male students, and that the fourth-grade students had the highest reader self-perception level, when the grade levels were compared. In addition, a weak, positive, and significant correlation was found between primary school students’ reader self-perception levels and their reading comprehension skills. Based on the results of the study, some suggestions are presented.
Journal Type : Uluslararası
Article Detail 
Similar Articles
Download PDF
Journal Information
Listen Paper
Cite
Print This Page
Share
Mendeley
