lisans Ana Dili Eğitimi Dergisi 2147-6020 Mehmet KURUDAYIOĞLU 10.16916/aded.1511386 Turkish Education Türkçe Eğitimi İlkokul Dördüncü Sınıf Öğrencilerinin Okuduğunu Anlama Performanslarının Farklı Tekniklerle Karşılaştırılması Comparison of Reading Comprehension Performance of Fourth Grade Primary School Students through Different Techniques https://orcid.org/0000-0003-3918-6589 Kocaarslan Mustafa BARTIN ÜNİVERSİTESİ https://orcid.org/0009-0000-7842-4725 Çelik Zehra BARTIN ÜNİVERSİTESİ, EĞİTİM FAKÜLTESİ, TEMEL EĞİTİM BÖLÜMÜ https://orcid.org/0009-0003-8031-2441 Yıldırım Kübra Nur BARTIN ÜNİVERSİTESİ, EĞİTİM FAKÜLTESİ, TEMEL EĞİTİM BÖLÜMÜ 10 31 2024 12 4 919 939 07 05 2024 10 01 2024 Copyright © 2013, Ana Dili Eğitimi Dergisi 2013 Ana Dili Eğitimi Dergisi

Bu araştırmada dördüncü sınıf öğrencilerinin cümle doğrulama testi, boşluk tamamlama testi, yeniden anlatma ve açık-uçlu sorular ile ölçülen okuduğunu anlama puanları arasındaki ilişkiler incelenmiştir. Bununla birlikte öğrencilerin farklı tekniklerle ölçülen okuduğunu anlama puanlarının cinsiyet, okuma ortamı tercihi, evde kitaplığa sahip olma ve okunan kitap sayısına göre farklılaşıp farklılaşmadığı araştırılmıştır. Araştırma sonucunda genel olarak bütün okuduğunu anlama ölçümleri arasında düşük düzeyden yüksek düzeye kadar pozitif ve anlamlı ilişkiler tespit edilmiştir. Kızlar erkeklere göre tüm okuduğunu anlama ölçümlerinde daha üstün performans göstermiştir. Ayrıca okuma ortamı açısından bütün testlerde basılı okumayı tercih edenler lehine anlamlı farklılık bulunmuştur. Evinde kitaplık bulunan öğrencilerin olmayanlara göre yalnızca yeniden anlatma puanları anlamlı derecede yüksek bulunmuştur. Aylık daha fazla kitap okuyan öğrenciler yalnızca cümle doğrulama testinde yüksek performans elde etmiştir.

This study examined the relationships among fourth-graders’ reading comprehension scores measured by a sentence verification test, cloze test, retelling, and open-ended questions. The study also examined whether the students' reading comprehension scores measured in multiple ways differed according to gender, reading media preference, availability of a bookshelf at home, and the number of books read was also investigated. The findings indicated positive and significant relationships between all reading comprehension measurements from low to high levels. Females performed better than males in all reading comprehension measures. In addition, a significant difference was found in favor of those who preferred reading printed materials in all tests regarding the reading media. Students with a bookshelf at home had significantly higher retelling scores than those without. Students who read more books per month achieved high performance only in the sentence verification test.

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