Investigation of Activities For Reading Comprehension Skills: A G-Theory Analysis

Year 2025, Volume: 16 Issue: 1, 48 - 58, 31.03.2025

Gülden Kaya Uyanık , Serap Ataoğlu

Abstract

This study aimed to investigate the effectiveness of activities prepared to improve reading comprehension skills based on the variables of number of raters, evaluation criteria and number of activities. Twelve experts evaluated five reading comprehension activities created by the researcher. A descriptive survey method grounded in a quantitative approach was employed. The study utilized five reading comprehension activities, commonly used in high school textbooks, and a rubric developed by the researcher, consisting of sixteen criteria based on relevant literature. After performing reliability and validity analyses on the rubric, the experts assessed the activities using this tool. The data collected from their evaluations were analyzed through generalizability theory. The EduG program was used to estimate variance values for both main and common effects according to generalizability theory, calculate the scores' reliability using G and Φ (Phi) coefficients, and conduct Decision (D) studies. The findings revealed that incorporating a variety of reading comprehension activities is crucial for improving students' comprehension skills, and that increased interaction with these activities leads to better skill development. Additionally, it was concluded that increasing the number of criteria included in the rubric and increasing the number of expert raters to fifteen would lead to a more accurate and effective evaluation of the activities.

Keywords

reading comprehension, activity, rater, rubric, generalizability theory

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