A Proposal for Improving Reading Comprehension Skills of Gifted Students:An Analytic Writing and Assessment Model Integrated with Intertextual Reading

Year 2024, Volume: 11 Issue: 3, 311 - 333, 31.08.2024

Abdulkadir Sağlam , Bilge Gök

https://doi.org/10.30900/kafkasegt.1344086

Abstract

It is observed that research on gifted students mainly focuses on issues such as reading habits and attitudes towards reading. It is important to develop the reading comprehension skills of these students and it is necessary to implement new strategies to improve the reading comprehension skills of gifted students. The purpose of this research is to uncover the impact of the 6+1 Analytical Writing and Evaluation Model (AWEM), when combined with intertextual reading, on the reading comprehension abilities of gifted students. The study employed a four-group semi-experimental design within the framework of quantitative research methodologies. The participant cohort comprised 28 gifted fourth-grade students. Over a span of 7 weeks, the experimental phase of the study aligned with the sub-dimensions of the 6+1 AWEM. Data were collected using the Intertextuality Reading Comprehension Test (IRCT), and subsequently analyzed utilizing the paired samples t-test. The findings revealed a positive correlation between the integration of intertextual reading and the 6+1 AWEM, and the enhancement of reading comprehension skills among gifted students. Furthermore, the experimental activities centered around intertextuality and the 6+1 AWEM Model were found to have a positive impact on the sustained levels of reading comprehension proficiency among the gifted students. Another notable outcome of the study was the affirmative influence of the experimental activities involving the 6+1 AWEM, combined with intertextual reading, on the enduring improvement of reading comprehension levels in fourth-grade gifted students.

Keywords

Gifted students, intertextuality reading, 6+1 analytical writing and evaluation model, reading comprehension.

References

• Abilock, D. (1999). Librarians and gifted readers: Myths and facts. Knowledge Quest, 30-35.
• Ak, B. (2008). Organizing and displaying data. Kalaycı, Ş. (Ed.), In SPSS applied multivariate statistical techniques (pp. 3-47). Asil Publishing Distribution.
• Akarsu, F. (2001). Üstün yetenekli çocuklar, aileleri ve sorunları. Eduser Yayınları.
• Akça Üşenti, Ü. (2013). Examining the effect of the differentiated Turkish teaching applications for on gifted and talented students [Unpublished doctoral thesis]. İstanbul University.
• Akdal, D. (2011). The impact of intertextual reading on creative writing skills of 5th grades of students in primary education [Unpublished doctoral thesis]. Ahi Evran University.
• Akdal, D., & Şahin, A. (2014). The effects of ıntertextual reading approach on the development of creative writing skills. Eurasian Journal of Educational Research, 54, 171-186. https://doi.org/10.14689/ejer.2014.54.10
• Akyol, H. (2019). Turkish teaching methods (9th edition). Pegem A Publishing.
• Akyol, H. (2019). Intertextual teaching and meaning making. H.Akyol & A. Şahin (Ed.), Turkish teaching in (pp. 183-210). Pegem A Publishing.
• Akyol, H., Yıldırım, K., Ateş, S., Çetinkaya, Ç., & Rasinski, T.V. (2014). Evaluating reading. Pegem A Publishing.
• Albertson, L. R., & Billingsley, F. F. (2001). Using strategy instruction and self-regulation to improve gifted students’ creative writing. The Journal of Secondary Gifted Education, 12(2), 90-101. https://doi.org/10.4219/jsge-2000-648
• Almalı, H. (2020). The effect of web 2.0 technologies used teaching geography topics ın social studies education on students academic achlevement and attitudes [Unpublished master’s thesis]. Cumhuriyet University.
• Altman, D. G. (1980). Statistics and ethics research: III How large a sample?. BMJ: British Medical Journal, 281(6251), 1336-1338.
• Altuner, G. Ş. (2017). The effect of the 6+1 analytical writing and evaluation model on classroom teaching students' written expression skills, self-efficacy and writing anxiety [Unpublished master’s thesis]. Gazi University.
• Ataman, A. (2004). A model applicable in primary education for the gifted. M.R. Şirin, A. Kulaksızoğlu, & A. E. Bilgili (Ed.), Gifted children: A book of selected articles. Children's Foundation Publications.
• Ataş, M. S. (2021). Investigation of reading comprehension strategies of gifted and unidentified 4th grade students [Unpublished doctoral thesis]. Hacettepe University.
• Balcı, A. (2013). Research in the social sciences: Methods, techniques and principles. Pegem A Publishing.
• Baş, Ö., Avşar Tuncay, A., & Akyol, H. (2014). Using Turkish Epics in education through ıntertextuality approach. Cito Education: Theory and Practice, 26, 23-36.
• Baş, Ö., Avşar-Tuncay, A., & Şahin, A.E. (2015). The use of Asian-European origin tales in a structural intertextual reading perspective in primary education. Bilig, 73, 39-62.
• Bi, B. (2020). The effect of self-regulated strategy development model on improving gifted students' story writing skills [Unpublished master’s thesis]. Hacettepe University.
• Bilge, H. (2019). The relationship between reading, writing and speaking fluency and reading comprehension and vocabulary [Unpublished doctoral thesis]. Gazi University.
• Blasingame, J. B. (2000). Six case studies of secondary teachers ımplementing the six-trait analytical model for writing ınstruction and assessment [Unpublished doctoral thesis]. University of Kansas.
• Brassell, D., & Rasinski, T. (2008). Comprehension that works taking students beyond ordinary understanding to deep comprehesnion. Huntington Beach, CA: Shell Education.
• Braver, M. C., & Braver S.L. (1988). Statistical treatment of the Solomon four-group design: a meta-analytic approach. Psychological Bulletin, 104 (1), 150-154. http://Psycnet.Apa.Org/Psycinfo/1988-34688-001
• Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö.E., Karadeniz, Ş. ve Demirel, F. (2014). Scientific research methods (18th edition). Pegem Publishing.
• Caldwell, J. S. (2008). Comprehension assessment a classroom guide. New York- London.
• Can, B. (2018). Theory and models in teaching writing. Akyol, H. & Yıldız, M. (Eds.), In Teaching writing from theory to practice (30-51). Pegem A Publishing.
• Cemiloğlu, M. (2001). Teaching Turkish written expression and expression techniques in terms of linguistics. Alfa Publishing.
• Clark, V. L., & Creswell, J. W. (2007). Designing and conducting mixed methods research. (1th Edition). USA.
• Coe, M., Hanita, M., Nishioka, V., & Smiley, R. (2011). An investigation of the impact of the 6+1 Trait Writing model on grade 5 student writing achievement (NCEE 2012–4010). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education.
• Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education. Routledge Falmer.
• Creswell, J. W. (2003). Research design: qualitative, quantitative, and mixed methods approaches. London.
• Culham, R. (2003). 6+1 Traits of writing the complete guide. Portland: NWREL.
• Currie, J. (2001). Early childhood education programs. The Journal of Economic Perspectives,15(2), 213-238. https://doi.org/10.1257/jep.15.2.213
• Çağlar, D. (2004). Characteristics of gifted children. 1st Turkey Gifted Children Congress selected articles book. M. R. Şirin, A. Kulaksızoğlu, A. E. Bilgili (Ed.). (pp. 111-125). Children's Foundation Publications.
• Davaslıgil, U., & Leana, M. Z. (2004). Gifted education project. 1st Turkey Gifted Children Congress selected articles book. M. R. Şirin, A.Kulaksızoğlu, A. E. Bilgili (Ed.). (pp. 85-100). Children's Foundation Publications.
• Demirci, M. (2019). Intertextual figures in 5th grade Turkish language course book and an investigation of the effects of intertextuality on reading comprehension [Unpublished master’s thesis]. Giresun University.
• Dettra, N. (2010). A program evaluation that explores the effectiveness of the six traits of writing on the lower school students at Merrit Island Christian School [Unpublished doctoral thesis]. UMI Dissertation Publishing.
• Eltaş, Ö. (2021). Comparison of the Mann-Whitney U Test and Independent Sample T (Student's-t Independent Test) test in terms of power in small samples used in biostatistics studies. Atatürk University Journal of Veterinary Sciences, 16(1), 88-94. DOI: 10.17094/ataunivbd.876777
• Erbasan, Ö., & Erbasan, Ü. (2020). Difficulties experienced by teachers in primary literacy teaching. Journal of Mother Tongue Education, 8(1), 113-125. https://doi.org/10.16916/aded.628267
• Ertem, İ. S., & Özen, M. (2014). The effect of reading texts from the screen on meaning construction. The Journal of Academic Social Science Studies, 24, 319-350. http://dx.doi.org/10.9761/JASSS2161
• Fair, G. C. (2010). Readıng ın a mıddle school social studies classroom: connections between intertextuality, reader stance, and instructional strategies [Unpublished master’s thesis]. Kentucky University.
• Fehrenbach, C. R. (1991). Gifted/average readers: do they use the same reading strategies? Gifted Child Quarterly, 35 (3), 125-127. https://doi.org/10.1177/001698629103500303
• Field, A. (2013). Discovering statistics using IBM SPSS statistics. Sage.
• Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2011). How to desıgn and evaluate research in education. New York.
• Fox, J., & Guyer, M. (2014). Repetition priming in the lexical decision task: The role of affective dispositions and individual differences. Journal of Experimental Social Psychology, 50, 60-71.
• Gliner, J. A., Morgan, G. A., & Leech, N. L. (2011). Research methods in applied settings: An integrated approach to design and analysis, (2nd Edition). Routledge.
• Görgüç, Ç. (2016). The effect of analytical writing and evaluation on 6th grade students' writing attitudes and writing success. [Unpublished master’s thesis]. Dokuz Eylül University.
• Grabe, W., & Stoller, L. F. (2001). Reading for Academic Purposes: Guidelines for the ESL/EFL Teacher. M.Celce-Murcia (Ed.). Boston: Heinle & Heinle.
• Güleryüz, H. (2000). Programmed first literacy teaching in Turkish. Pegem A Publishing.
• Güneş, F. (2004). Literacy teaching and brain technology. Ocak Publishing.
• Hagen, A. M., Braasch, J. L.G., & Braten, I. (2014). Relationships between spontaneous note-taking, self-reported strategies and comprehension when reading multiple texts in different task conditions. Journal of Research in Reading, 37 (1), 141-157. https://doi.org/10.1111/j.1467-9817.2012.01536.x
• Hallesson, Y., & Visen, P. (2018). Intertextual content analysis: an approach for analysing text-related discussions with regard to movability in reading and how text content is handled. International Journal of Research ve Method in Education, 41 (2), 142-155, https://doi.org/10.1080/1743727X.2016.1219981
• Harmon, A. (2005). An examination of students writing and the 6+1 Trait™ Writing Model [Unpublished master’s thesis]. UMI Dissertation Publishing.
• Harris, P., & Trezise, J. (1997). Intertextuality and beginning reading ınstruction in the ınitial school years. Journal of Australian Research in Early Childhood Education, 1, 32-39.
• Hartman, D. K. (1995). Eight readers reading: the ıntertextual links of proficient readers reading multiple passages. Reading Research Quarterly, 30 (3), 520-61.
• İlter, B. (2020). The use of bibliotherapy in specially talented people. In M. Leana Taşçılar, (Ed.), Psychology of gifted children (pp.291-322). Nobel Publishing.
• Johnson, S. (2011). Strugglıng mıddle school readers learnıng to make ıntertextual connectıons wıth texts (Doctoral thesis). Nort Texas University.
• Jordan, J. (2005). Seeing the trees within the forest: a teacher’s story when implementing the six plus one writing traits model in the victoria independent school district [Unpublished doctoral thesis]. The Faculty of the College of Education University of Houston.
• Kalaycı, Ş. (2018). SPSS applied multivariate statistical techniques, Asil Publishing.
• Kaldırım, A. (2014). The effect of 6+1 analytical writing and evaluation model on the sixth grade students' writing expression skills [Unpublished master’s thesis]. Dumlupınar University.
• Karatay, H. (2011). Process-based writing models: planned writing and evaluation, writing training, M. Özbay (Ed.). Pegem A Publishing.
• Karasar, N. (2016). Scientific research method. Nobel Academia Publishing.
• Kılıç, M. (2020). The effect of original content activities on the skills of critical reading of superior talented and intelligent [Unpublished master’s thesis].. Yildiz Technical University.
• Kitano, M. K., & Lewis, R. B. (2007). Examining the relationships between reading achievement and tutoring duration and content for gifted culturally and linguistically diverse students from low-ıncome backgrounds. Journal for The Education of The Gifted, 30 (3), 295-325. https://doi.org/10.1177/016235320703000302.
• Kitiş, E. (2019). An examination on effectiveness of intertextual reading practices on secondary school students [Unpublished doctoral thesis]. Dokuz Eylül University.
• Koçak, O., & Göktaş, Y. (2020). The effects of three-dimensional cartoons on pre-school children’s conceptual development in relation to spatial perception. International Journal of Early Years Education, http://doi.org/10.1080/09669760.2020.1814213
• Kozlow, M., & Bellamy, P. (2004). Experimental study on the impact of the 6+1 trait writing model on student achievement in writing. Portland.
• Köksal, M. S. (2013). A Comprehensive research design for experimental studies in science education. Elemanatry Education Online, 12 (3), 628-634. https://doi.org/10.17051/IO.69635
• Kul, S. (2013). Interpretation of statistical results: What is the p-value and confidence interval? Pleura Bulletin, 8 (1), 11-13. https://doi.org/10.5152/pb.2014.003.
• MacCallum, R. C., Widaman, K. F., Zhang, S., & Hong, S. (1999). Sample size in factor analysis. Psychological Methods, 4(1), 84. https://doi.org/10.1037/1082-989X.4.1.84
• Manak, J.A. (2009). Intertextual connectıons: the ımpact of ınteractıve read alouds on the wrıtıng of thırd graders durıng wrıtıng workshop [Unpublished doctoral thesis]. Unıversity Of Florida.
• Mcguire, D. W. (1995). A Comparison of scores on the Kansas writting assessment for word-processed and hand-written papers of eleventh- graders [Unpublished doctoral thesis]. Kansas State University.
• McMillan, J.H., & Schumacher, S. (2014). Research in education: Evidence-based inquiry, (7th ed.). New. York.
• Mısırlı Taşdemir, Ö., & Özmen, E. R. (2018). Comparison of comprehension levels and comprehension strategies of students with gifted and average achievement levels. National Education, Special Issue, 269-290.
• MEB, (2018). Turkish lesson teaching program (Primary and Secondary School Grades 1-8). T.R. Ministry of National Education, Ankara. Retrieved from http://mufredat.meb.gov.tr/ProgramDetay.aspx?PID=332 on 30/05/2020.
• Meehan, J. B. (2000). Intertextualıty ın the classroom: students constructing meaning across multiple texts during class discussion [Unpublished doctoral thesis]. Texas Woman’s University.
• MOE, (2021). Science and art center directive. Journal of Notifications, Number: 2747.
• Moore, M. (2005). Meeting The educational needs of young gifted readers in the regular classroom. Gifted Child Today 28 (4), 40-65.
• Myers, J. L., Well, A., & Lorch, R. F. (2013). Research design and statistical analysis. 3rd ed. Routledge.
• Ogurlu, Ü. (2014). Reading interest, attitude and critical reading skills of gifted and talented students. Ankara University Faculty of Educational Sciences Journal of Special Education. 15(2), 29-43. https://doi.org/10.1501/Ozlegt_0000000197
• Olson, A. (2004). Teaching writing effectively: Using the six traits with process approach to writing [Unpublished master’s thesis]. UMI Dissertations Publishing (1423309).
• Orhan-Karsak, H. G. (2014). The effect of using individual and cooperative blog to enhance average and gifted students' writing performance [Unpublished doctoral thesis]. Yıldız Teknik University.
• Ökcü, M. (2019). Investigation the reading attitudes and reading comprehension skills of the gifted and nongi̇fted students in the fifth grade [Unpublished master’s thesis]. Biruni University.
• Özdemir, B. (2014). The effect of analytical writing and Evaluation method on pre-service Turkish teachers' writing skills and attitudes towards writing [Unpublished doctoral thesis]. Gazi University.
• Özdemir, O., & Baş, Ö. (2019). Reading education. H. Akyol & A. Şahin (Ed.), Turkish teaching in (pp. 29-54). Pegem A Publishing.
• Özdemir, B., & Özbay, M. (2016). The effect of 6+1 analytical writing and evaluation model on the writing skills of Turkish teacher candidates. Journal of Native Language Education, 4(2), 261-276. https://doi.org/10.16916/aded.05703
• Özkara, Y. (2007). The Effect of 6+1 analytic writing and evaluatine model on enhancing 5th grade students’ narrative writing skills [Unpublished doctoral thesis]. Gazi University.
• Paquette, K. R. (2002). Cross-age tutoring writing program: ınvestigation of academic achievements and attitudes among elementary students [Unpublished doctoral thesis]. College Wilmington.
• Reis, S. M., & Boeve, H. (2009). How academically gifted elementary, urban students respond to challenge in an enriched, differentiated reading program. Journal for The Education of The Gifted, 33 (2), 203-240. http://doi.org/10.1177/016235320903300204.
• Robison, A,. Shore, B. M., & Enersen, D. L. (2007). Best practices in gifted education: an evidence-based guide. Waco.
• Sağlam, A., Baş, Ö., & Akyol, H. (2020). The effect of word drill technique on 3rd class gifted students’ fluent reading levels. Journal of History School (JOHS). 13 (XLVI), 1605-1629. http://dx.doi.org/10.29228/joh.42792.
• Sak, U. (2011). Trainings on the diagnosis of giftedness traits. Maya Academia Publishing.
• Sarikaya, İ., & Yılar, Ö. (2019). The ımpact of peer-assisted writing on 4th graders’ writing achievement and performance: A pilot study. Journal of Mother Tongue Education, 7(4), 941-963. http://doi.org/10.16916/aded.589327
• Sever, E. (2013). Süreç temelli yazma modellerinin ilkokul dördüncü sınıf öğrencilerinin yazılı anlatım ve yaratıcı yazma becerilerine etkisi (Yüksek lisans tezi). Bülent Ecevit Üniversitesi.
• Sever, E. (2013). The effects of process-based writing models on the written expression and creative writing skills of fourth grade primary school students [Unpublished master's thesis]. Bulent Ecevit University.
• Sever, E., & Memiş, A. (2013). The effect of process-based writing models on fourth grade primary school students' spelling-punctuation skills and writing disposition. Black Sea Journal of Social Sciences, 5 (9), 30-44.
• Steineger, M. (1996). A way with words: ıntensive teacher training helps ensure staff and community buy-into a new method of writing assessment. Northwest Education, 2, (1), 20-24.
• Süel, E. E. (2011). Comparison of influence of phonological awareness levels on success of reading on gifted and standart intelligence students at first year of elementary school [Unpublished master’s thesis]. İstanbul University.
• Traughber, B. K. (1998). The effects of handwriting and word processing fonts an six-trait analytical scoring of direct writing assessment [Unpublished doctoral thesis]. University of Kansas.
• Türkben, T. (2019). Curriculum based on an effective reading skill teaching model: interactive reading model. ZfWT, 11 (1), 141-163.
• Ünal, D. (2019). Gifted students' attitudes towards reading habits and writing tendencies [Unpublished master's thesis]. Sakarya University.
• Van Tassel-Baska, J., Johnson, D. T., Hughes, C. E., & Boyce, L. N. (1996). A study of language arts curriculum effectiveness with gifted learners. Journalfor The Education of The Gifted, 19, 461-480.
• Veneziano, L., & Hooper, J. (1997). A method for quantifying content validity of health-related questionnaires. American Journal of Health Behavior, 21(1), 67-70.
• Yazar, Ö. (2004). The significance and contrıbutıon of 6+1 traits of writing to the success of the studentes in writing courses in English language teaching [Unpublished master's thesis]. Gazi University.
• Yıldız, N. (2016). The effects of feedback and correction types on sixth grade students' writing skills. Bartın University Faculty of Education Journal, 5 (2), 312-327. https://doi.org/10.14686/buefad.v5i2.5000189426
• Yurdugül, H. (2005). Using content validity indexes for content validity in scale development studies. XIV. National Educational Sciences Congress, 1, 771-774.