Author :
Abstract
It was aimed in this study to compare students’ reading comprehension levels with respect to the variables of text type, grade level and test type. To this aim, the research was carried out in the scanning model. A total of 1028 4th and 5th grade students participated in the research. In assessing reading comprehension skills; open-ended, multiple choice and cloze tests, which were developed based on narrative and informative texts found in course books for students’ respective grade levels, were used. T-tests and variance analysis were employed in analyzing the data. It was observed at the end of the research that students’ reading comprehension skills did not statistically differ. On the other hand, reading comprehension skills did differ significantly with respect to text type in the favor of narrative texts. That is, students are more successful in comprehending narrative texts compared to informative ones. Another finding is that students’ reading comprehension skills significantly differed with respect to test type in the favor of multiple-choice tests. That is, students scored higher in multiple-choice tests than in open-ended and cloze tests. The research findings were discussed in relation to the relevant literature.
Keywords
Abstract
It was aimed in this study to compare students’ reading comprehension levels with respect to the variables of text type, grade level and test type. To this aim, the research was carried out in the scanning model. A total of 1028 4th and 5th grade students participated in the research. In assessing reading comprehension skills; open-ended, multiple choice and cloze tests, which were developed based on narrative and informative texts found in course books for students’ respective grade levels, were used. T-tests and variance analysis were employed in analyzing the data. It was observed at the end of the research that students’ reading comprehension skills did not statistically differ. On the other hand, reading comprehension skills did differ significantly with respect to text type in the favor of narrative texts. That is, students are more successful in comprehending narrative texts compared to informative ones. Another finding is that students’ reading comprehension skills significantly differed with respect to test type in the favor of multiple-choice tests. That is, students scored higher in multiple-choice tests than in open-ended and cloze tests. The research findings were discussed in relation to the relevant literature.
Keywords
- Akyol, H. (2011a). Türkçe ilkokuma yazma öğretimi. Ankara: Pegem Akademi.
- Akyol, H. (2011b). Yeni programa uygun türkçe öğretim yöntemleri. Ankara: PegemAkademi.
- Alderson, J. C. (2000). Assessing reading. Cambridge, UK: Cambridge University.
- Alexander, J. R. M., & Martin, F. (2004). The end of the reading age: Grade and age effects in early schooling. Journal of School Psychology, 42(5), 403-416. http://dx.doi.org/10.1016/j.jsp.2004.06.003
- Alexander, P. A., & Fox, E. (2011). Adolescents as readers. In M. L. Kamil, P. D. Pearson & E. B. Moje (Eds.), Handbook of reading research (Vol. IV). Madison Avenue NY: Routledge.
- Anderson, R. C., Wilson, P. T., & Fielding, L. G. (1988). Growth in reading and how children spend their time outside of school. Reading Research Quarterly(23), 285-303. http://dx.doi.org/10.1598/RRQ.23.3.2.
- Bachman, L. F. (1982). The trait structure of cloze test scores. TESOL Quarterly, 16(1), 61-70. http://dx.doi.org/10.2307/3586563
- Baştuğ, M. (2012). İlköğretim I. kademe öğrencilerinin akıcı okuma becerilerinin çeşitli değişkenler açısından incelenmesi. Yayınlanmamış doktora tezi, gazi üniversitesi/Eğitim Bilimleri Enstitüsü, Ankara.
- Berninger, V. W., Abbott, R. D., Swanson, H. L., Lovitt, D., Trivedi, P., Shin-Ju, L., . . . Amtmann, D. (2010). Relationship of word- and sentence- level working memory to reading and writing in second, fourth, and sixth grade. Language, Speech & Hearing Services in Schools, 41(2), 179-193. http://dx.doi.org/10.1044/0161-1461(2009/08-0002)
- Bormuth, J. R. (1969). Factor validity of cloze tests as measures of reading comprehension ability. Reading Research Quarterly, 4(3), 358-365. http://dx.doi.org/ 10.2307/747144
- Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2010). Bilimsel araştırma yöntemleri . Ankara: Pegem Akademi.
- Caine, K., & Oakhill, J. (2006). Assessment matters: Issues in the measurement of reading comprehension. British Journal of Educational Psychology, 76(4), 697-708. http://dx.doi.org/10.1348/000709905X69807
- Cohen, J. (2011). Building fluency through the repeated reading method. English Teaching Forum(3), 20-27.
- Coşkun, E. (2003). Çeşitli değişkenlere göre lise öğrencilerinin etkili okuma becerileri ve bazı öneriler. Türklük Bilimi Araştırmaları. 13, 101–130.
- Coşkun, E. (2007). Türkçe öğretiminde metin bilgisi. (Ed.: A. Kırkkılıç & H. Akyol), İlköğretimde türkçe öğretimi (Vol. 233-279). Ankara: PegemA Yayıncılık.
- Dolan, C. V., Colom, R., Abad, F. J., Wicherts, J. M., Hessen, D. J., & van de Sluis, S. (2006). Multi-group covariance and mean structure modeling of the relationship between the WAIS-III common factors and sex and educational attainment in Spain. Intelligence, 34(2), 193210. http://dx.doi.org/10.1016/j.intell.2005.09.003
- Faver, S. (2008). Repeated reading of poetry can enhance reading fluency. The Reading Teacher, 62(4), 350-352. http://dx.doi.org/10.1598/RT.62.4.8
- Graesser, A. C., McNamara, D. S., & Louwerse, M. M. (2002). What do readers need to learn in order to process coherence relations in narrative and expository text? Retrieved at 01.09. 2013 from ftp://129.219.222.66/pdf/Rethinking_reading_comprehension.pdf
- Graesser, A. C., & Singer, M. (1994). Constructing inferences during narrative text comprehension. Psychological Review, 101(3), 371. http://dx.doi.org/10.1037/0033-295x.101.3.371
- Grasser, A., Golding, J. M., & Long, D. L. (1991). Narrative representation and comprehension. In R. Barr, M. L. Kamil, P. Mosenthal & P. D. Pearson (Eds.), Handbook of reading research (Vol. II). New York: Longman.
- Greene Jr, B. B. (2001). Testing reading comprehension of theoretical discourse with cloze. Journal of Research in Reading, 24(1), 82. http://dx.doi.org/10.1111/1467-9817.00134
- Güneş, F. (2013). Türkçe öğretimi yaklaşımlar ve modeller. Ankara: Pegem Akademi.
- Hedin, L. R., & Conderman, G. (2010). Teaching students to comprehend informational text through rereading. The Reading Teacher, 63(7), 556-565. http://dx.doi.org/10.1598/RT.63.7.3
- Hruby, G. G., & Goswami, U. (2012). Neuroscience and reading: A review for reading education researchers. Reading Research Quarterly, 46(2), 156-172. http://dx.doi.org/10.1598/RRQ.46.2.4.
- Ilustre, C. A. P. (2011). Beliefs about reading, metacognitive reading strategies and text comprehension among college students in a private university. Philippine ESL Journal, 7, 28-47.
- Kaniuka, T. S. (2010). Reading achievement, attitude toward reading, and reading self-esteem of historically low achieving students. Journal of Instructional Psychology, 37(2), 184.
- Keenan, J. M., Betjemann, R. S., & Olson, R. K. (2008). Reading comprehension tests vary in the skills they assess: Differential dependence on decoding and oral comprehension. Scientific Studies of Reading, 12(3), 281-300. http://dx.doi.org/10.1080/10888430802132279
- Keskinkılıç, K., & KeskinKılıç, S. B. (2007). Türkçe ve ilk okuma yazma öğretimi. Ankara: PegemA Yayıncılık.
- Kolić-Vehovec, S., & Bajšanski, I. (2006). Metacognitive strategies and reading comprehension in elementary- school students. European Journal of Psychology of Education - EJPE (Instituto Superior de Psicologia Aplicada), 21(4), 439-451.
- L.Schofield, H. (1980). Reading attitude and achievement: Teacher pupil relationships. Journal of Educational Research, 74, 111-119.
- Lehto, J. E., & Anttila, M. (2003). Listening comprehension in primary level grades two, four and six. Scandinavian Journal of Educational Research, 47(2), 133. http://dx.doi.org/10.1080/00313830308615
- MEB. (2005). İlköğretim türkçe öğretim programı ve kılavuzu (1–5. sınıflar). Ankara: Devlet Kitapları Müdürlüğü Basım Evi.
- Naeghel, J. D., Keer, H. V., Vansteenkiste, M., & Rosseel, Y. (2012). The relation between elementary students' recreational and academic reading motivation, reading frequency, engagement, and comprehension: a self-determination theory perspective . Journal of Educational Psychology, 104(4), 10061021. http://dx.doi.org/10.1037/a0027800.
- Özçelik, D. A. (2010). Okullarda ölçme ve değerlendirme öğretmen el kitabı (1 ed.). Ankara: PegemAkademi.
- Paris, S. G., Carpenter, R. D., Paris, A. H., & Hamilton, E. E. (2005). Spurious and genuine correlates of children's reading comprehension. In S. G. Paris & S. A. Stahl (Eds.), Children's reading comprehension and assesment (pp. 131-160). Mahwah, NY: Lawrence Erlbaum Associates, Inc.
- Pearson, P. D., & Hamm, D. N. (2005). The assessment of reading comprehension:a review of practices- past,present, and future. In S. G. Paris & S. A. Stahl (Eds.), Children's reading comprehension and assessment (pp. 13-69). Mahwah,NJ: Lawrence Erlbaum.
- Primor, L., Pierce, M. E., & Katzir, T. (2011). Predicting reading comprehension of narrative and expository texts among Hebrew-speaking readers with and without a reading disability. Annals of Dyslexia, 61(2), 242-268. http://dx.doi.org/10.1007/s11881-011-0059-8
- Rashid, F. L., Morris, R. D., & Sevcik, R. A. (2005). Relationship between home literacy environment and reading achievement in children with reading disabilities. Journal of Learning Disabilities, 38(1), 2-11.
- Rasool, J. M., & Royer, J. M. (1986). Assessment of reading comprehension using the sentence verification technique: evidence from narrative and descriptive texts. Journal of Educational Research, 79, 180-184.
- Raymond, P. (1988). Cloze procedure in the teaching of reading. TESL canada journal, 6(1), 91-98.
- Saenz, L. M., & Fuchs, L. S. (2002). Examining the reading difficulty of secondary students with learning disabilities: Expository versus narrative text. Remedial and Special Education, 23(1), 31-41.
- Şahin, A. (2013). The effect of text types on reading comprehension. Mevlana International Journal of Education, 3(2), 57-67.
- Sampson, M. R., Valmont, W. J., & Allen, R. V. (1982). The effects of ınstructional cloze on the comprehension, vocabulary, and divergent production of third-grade students. Reading Research Quarterly, 17(3), 389-399. http://dx.doi.org/10.2307/747526
- Spooner, A. L. R., Baddeley, A. D., & Gathercole, S. E. (2004). Can reading accuracy and comprehension be separated in the Neale Analysis of Reading Ability? British Journal of Educational Psychology, 74, 187-204.
- Taboada, A., Townsend, D., & Boynton, M. J. (2013). Mediating effects of reading engagement on the reading comprehension of early adolescent English language learners. Reading & Writing Quarterly, 29, 309-322. http://dx.doi.org/10.1080/10573569.2013.741959
- Taylor, B. M., Frye, B. J., & Maruyama, G. M. (1990). Time spent reading and reading growth. American Educational Research Journal, 27, 351-362.
- Temizkan, M., & Sallabaş, M. E. (2011). Okuduğunu anlama becerisinin değerlendirilmesinde çoktan seçmeli testlerle açık uçlu yazılı yoklamaların karşılaştırılması. Dumlupınar Sosyal Bilimler Dergisi, 30, 207-220.
- Temizyürek, F. (2008). The ımpact of different types of texts on turkish language reading comprehension at primary school grade eight students. Farklı Türlerdeki Metinlerin İlköğretim 8. Siniflarda Okuduğunu Anlamaya Etkisi.(30), 141-152.
- Tompkins, G. E. (2006). Literacy for the 21st Century:A balanced approach (4 ed.). Upper Saddle River, NJ: Pearson, Merrill, Prentice Hall.
- Turgut, F., & Baykul, Y. (2011). Eğitimde ölçme ve değerlendirme. Ankara: PegemAkademi.
- Ulusoy, M. (2008). Evaluating sixth graders’ reading levels with different cloze test formats. Eurasian Journal of Educational Research, 31, 115-133.
- Ulusoy, M. (2009). Boşluk tamamlama testinin okuma düzeyini ve okunabilirliği ölçmede kullanılması. Türk Eğitim Bilimleri Dergisi, 7(1), 105-126.
- Vacca, J. A. L., Vacca, R. T., Gove, M. K., Burkey, L. C., Lenhart, L., & McKeon, C. A. (2006). Reading and learning to read (6 ed.). Boston: Allyn and Bacon.
- van den Broek, P., & Espin, C. A. (2012). Connecting cognitive theory and assessment: Measuring ındividual differences in reading comprehension. School Psychology Review, 41(3), 315-325.
- Weaver, C. A., & Kintsch, W. (1991). Expository text. In R. Barr, M. L. Kamil, P. Mosenthal & P. D. Pearson (Eds.), Handbook of reading research (Vol. II). White Plains, NY: Longman.
- Yurdagül, H. (2005, 2005). Ölçek geliştirme çalışmalarında kapsam geçerliliği için kapsam geçerlilik indekslerinin kullanılması. XIV. Ulusal Eğitim Bilimleri Kongresi, 15.03.2013 tarihinde http://yunus.hacettepe.edu.tr/~yurdugul/3/indir/PamukkaleBildiri.pdf adresinden indirilmiştir