The Relationship Between Primary School Students’ Reader Self-Perception and Reading Comprehension Skills

Year 2023, Volume: 7 Issue: 3, 609 - 627, 30.07.2023

Nurhan Aktaş , Ebru Ergül

https://doi.org/10.34056/aujef.1255258

Abstract

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.

Keywords

Reader self-perception, reading comprehension, primary school students

İlkokul Öğrencilerinin Okur Benlik Algısı ve Okuduğunu Anlama Becerileri Arasındaki İlişki

Abstract

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.

Keywords

Okur benlik algısı, okuduğunu anlama, ilkokul öğrencileri

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