SINIF ÖĞRETMENİ ADAYLARININ ÜST BİLİŞSEL OKUMA STRATEJİLERİ, OKUMA MOTİVASYONLARI VE KİTAP OKUMA ALIŞKANLIĞINA İLİŞKİN TUTUMLARI
Özet
The aim of this study is to investigate preservice classroom teachers’ reading motivations, metacognitive reading strategies and attitudes towards reading habits. Data were collected from 217 students in Afyon Kocatepe University Faculty of Education during the spring semester of 2016-2017 academic year. The design of the study is correlational survey method. Adult reading motivation scale, metacognitive reading strategies scale and attitude scale related to reading habits were used as data collection tools. Descriptive and predictive statistical methods were used to analyze the data and statistical package program was used for data analysis. Mean and standard deviation values were used to determine metacognitive reading strategies, reading motivations, and the attitudes of reading habits, Pearson correlation analysis method to test the relationship between them, unpaired t test and ANOVA were used to determine their differences according to university student's demographic characteristics. According to the results of the analysis, the participants frequently use metacognitive strategies and their reading motivation and attitudes towards reading habits are high. Moreover, there are positive and meaningful relationships between metacognitive reading strategies, reading motivations and reading habits.
Anahtar Kelimeler
Metacognitive reading strategies, reading motivation, reading habits, pre-service classroom teachers