İLKÖĞRETİM 4. SINIF ÖĞRENCİLERİNİN OKUMA STRATEJİLERİ ÜSTBİLİŞSEL FARKINDALIKLARI VE OKUMA MOTİVASYONLARININ DEĞERLENDİRİLMESİ

Bu araştırmada, ilköğretim 4. Sınıf öğrencilerinin okuma stratejileri üstbilişsel farkındalıkları ve okuma motivasyonları arasındaki ilişkilerin belirlenmesi amaçlanmıştır. Bu amaca bağlı olarak araştırmada; "ilkokul 4. sınıf öğrencilerinin okuma stratejileri üstbilişsel farkındalıkları ile okumaya ilişkin motivasyon düzeyleri arasındaki ilişkinin belirlenmesi" ve "ilkokul 4. sınıf öğrencilerinin okuma stratejileri üstbilişsel farkındalıklarının okuma motivasyonlarını yordama düzeyinin belirlenmesi" olmak üzere iki alt amaç belirlenmiştir. Araştırma ilişkisel tarama modelindedir. Araştırmaya 179'u erkek, 135'i kız olmak üzere toplam 314 ilkokul 4. sınıf öğrencisi dâhil edilmiştir. Veri toplama aracı olarak, Aydemir ve Öztürk (2013) tarafından geliştirilen Okuma Motivasyonu Ölçeği ile Mokhtari ve Reichard (2002) tarafından geliştirilen, Öztürk (2012) tarafından Türkçeye uyarlanan Okuma Stratejileri Üstbilişsel Farkındalık Envanteri kullanılmıştır. Okuma motivasyonu ve okuma stratejileri üstbilişsel farkındalık arasındaki ilişkinin belirlenmesinde Pearson Momentler Çarpımı Korelâsyon katsayısı kullanılmıştır. Öğrencilerin okuma stratejileri üstbilişsel farkındalıklarının okuma motivasyonunu yordama düzeyini belirleyebilmek amacıyla ise "Çoklu Regresyon Analizi (Enter Metodu)" kullanılmıştır. Araştırma sonucunda, okuma motivasyonu ile okuma stratejileri üstbilişsel farkındalık ölçeğinin alt boyutları olan genel okuma stratejileri (r=.46, p

EXAMINATION OF 4TH GRADE STUDENTS’ METACOGNITIVE AWARENESS OF READING STRATEGIES AND READING MOTIVATION

Reading is a process affected by several individual and environmental factors (Akyol, 2010). Among these factors, individual’s motivations about reading and their metacognitive awareness of reading strategies which was also proved for effectiveness on reading behavior by several scientific research. Reading is a cognitive activity which requires making effort and also includes making choices in its content (for example, should I read book or watch television?); and motivation is critically important for this activity (Wigfield, Guthrie, Tonks and Perencevich, 2004). Motivation is frequently used with “reading motivation” name to describe underlying strengths of reader behaviors in reading area (Unrau and Quirk, 2014). Guthrie and Wigfield (2000) defined reading motivation as purposes, values and beliefs of individuals about reading, reading process and reading purposes. Reading motivation has a great importance especially in basic education level. Primary school students go to school quietly open to learn. The most important point here is to maintain the continuity of reading and motivation that children have in the first years of school. Because the positive beliefs of students in the first years changes with time, they suspect with their abilities in all areas especially in reading and lose their enthusiasm (Wigfield, 2004). Therefore, determining the factors affecting reading motivation is regarded as very important for teachers and researchers. Research on reading comprehension focus on reading motivation and metacognition in recent years (Öztürk, 2012). Metacognition is basically expressed as monitoring and controlling cognitions or thinking about thinking (Akın and Çeçen, 2014; Başaran, 2013; Flavell, 1979). Reading should be concluded with comprehension to achieve its goal and this requires the efforts of individual. Therefore, reading strategies and metacognition about these strategies are very important for reading activity which is purposeful. Metacognitive awareness of reading strategies is defined as being more careful while reading, comprehension of the text and having information about strategies used to remember later (Kraayenoord and Schneider, 2003). Students can better comprehend the texts and make interpretations by using these strategies. Hence, reading would be easier and more efficient for students who use those strategies. Thus, considering the research about reading comprehension it can be said that motivation and metacognition have an increasing effect on reading comprehension. In this manner, presenting the relationship between metacognitive awareness of reading strategies and reading motivations of students is İlköğretim 4. Sınıf Öğrencilerinin Okuma Stratejileri Üstbilişsel Farkındalıkları… 805 Turkish Studies International Periodical For the Languages, Literature and History of Turkish or Turkic Volume 10/7 Spring 2015 regarded as important. Based on this idea, this research aimed to investigate the relationship between metacognitive awareness of reading strategies and reading motivation of fourth grade primary school students. Depending on this purpose, sub-purposes of research were determined as following:  Determining the relationship between metacognitive awareness of reading strategies and reading motivations of students.  Determining predictive role of metacognitive awareness of reading strategies on reading motivations. Method This study was designed as a relational survey method aiming to explain the relationship between metacognitive awareness of reading strategies and reading motivations of fourth grade primary school students The participants of the study were 331 4th grade elementary students in Sakarya Province, Turkey (age range 10–11). However inconvenient data was removed and data from 314 students was used for analysis. 179 of participants were male and 135 were female. “Reading Motivation Scale” (RMS) developed by Aydemir ve Öztürk (2013) and “Metacognitive Awareness of Reading Strategies Inventory” (MARSI) developed by Mokhtari and Reichard (2002) and adopted into Turkish by Öztürk (2012) were used for collecting data. Pearson product-moment correlation coefficient was used to determine the relationships indicated as sub-purposes. “Multiple Regression Analysis (Enter Method)” was used to determine predictive role of metacognitive awareness of reading strategies on reading motivation. .05 level was considered as cut-off point for significance. Findings In the first stage of the research, relationship between reading motivation and metacognitive awareness of reading strategies of students was investigated. Analysis showed that reading motivation and subdimensions of metacognitive awareness of reading strategies were found to be related with each other. It was found a significant and positive relationship at .01 level between reading motivation and global reading strategies, problem solving strategies and support reading strategies subdimensions. There was a medium-level positive relationship between reading motivation and global reading strategies (r=.463, p

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