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    Dergimizin 31. sayısı (8 / 3) 15 Eylül 2019 tarihi itibarıyla yayımlanmıştır.

    Dergimizde yayımlanacak makalelerde 700-1000 kelimeden oluşan geniş İngilizce özet bölümü yer alacaktır.

     

     


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Abstract


THE RELATION OF 5th AND 6th GRADE STUDENTS’ ATTITUDE AND MOTIVATION TOWARD READING TO READING COMREHENSION SKILLS
The objective of this study is to reveal attitudes and motivations of 5th and 6th grade students toward reading and investigate their correlation with the level of comprehension, skill of reading comprehension, skill of reading arising from personal tendency, and skill of reading arising from school. The study was conducted in the relational screening model. The population of the study consisted of 5th and 6th grade students receiving primary education in the city center of Kars. Being among the random sampling technique; simple random sampling technique was used in the study. Accordingly, schools (Fevzipaşa Secondary School, Atatürk Secondary School and İmamhatip Secondary School) were randomly selected from 21 schools in the city center of Kars. And then the study was conducted with students receiving education in the 5th grade (7 classes) and in the 6th grade (4 classes), who were selected from these schools by using the cluster sampling method. The sample size of the study was determined as 438 individuals at the confidence level of 0.98 (Büyüköztürk et al., 2014).The data were collected by using the “Reading Attitude Scale” developed by Başaran and Ateş (2009), “Reading Motivation Scale for Texts” developed by İleri (Aydemir) and Öztürk (2013), “Reading Extent Scale” developed by Yıldız (2010) and the “Reading Comprehension Test” developed by the researcher as a success test. According to the results, it was determined that 5th and 6th grade students had higher attitudes and motivations toward reading. Additionally, while there was a positively moderate correlation between attitudes and motivations, motivation had a lower correlation with comprehension and reading arising from personal tendency. It was determined that while attitudes had a positively significant but lower correlation with comprehension and reading arising from personal tendency; reading arising from school had no correlation with any variable. According to the findings about reading comprehension; while motivation could account for 31% of reading comprehension, there was no significant result concerning reading comprehension in attitude level. Similarly, considering the results about reading arising from personal tendency; it was determined that attitude was not significant, but motivation affected reading arising from personal tendency.

Keywords
Reading, motivation, attitude, comprehension, reading arising from personal tendency.



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