Author/Authors :
ERDEM, Cem Gazi Üniversitesi - Eğitim Bilimleri Enstitüsü - Türk Dili ve Edebiyatı Eğitimi Ana Bilim Dalı, Turkey
Abstract :
The using of reading strategies expresses a significant process in terms of providing information on how to approach the text. Understanding of what is read is regarded as a period including the active and complex processes. Researchers have determined that there is a substantive correlation between the level of using the reading strategies and the comprehension of reading. Reading strategies included in metacognitive skills signify the process in which the skills of the students stand out. Considering that there is a strong correlation between reading strategies and the comprehension of reading, the using of reading strategies, especially in the areas in which the comprehension skills are mostly shaped such as literary teacher, stands a significant skill. In this study, the level of using reading strategies of the candidate Turkish Language and Literature teachers have been examined. It has been modeled in examination and raster pattern. The data have been collected from the number of 112 students who have been studying in Turkish Language and Literature in Gazi University. The data in the survey have been received using the “the scale of reading strategies” composed of 33 items developed by Karatay (2007). Regarding reliability of measurement of the study, it is determined that the coefficient of Cronbach-Alfa of 9 items is 70 in accordance with pre-reading strategies, the coefficient of 14 items in accordance with the period of reading is 81, the coefficient of 10 items in accordance with post-reading is 77 and the coefficient of Cronbach-Alfa of 33 items is 91 in accordance with the whole entity of the total scale. As per these data, it has been determined that the results of measurement are reliable. The data collected through the scale have statistically been made sense of independent sampling of test t, dependent sampling of test t and single factorial analysis of variant (Anova) and the results have been scheduled. As a result, it has been determined that the levels of using reading strategies of candidate teachers do not show any significant difference as per the gender variable, it is normal in terms of using reading strategies and also academic education of candidate teachers does not support and provide competence for their skills of reading strategies. It has been offered for candidate teachers that they should be given education which can be supported their metacognitive skills and the content should be prepared so that effective usage of reading strategies can be possible in higher education.
NaturalLanguageKeyword :
Reading , Reading Strategies , Candidate Teachers , Literary Education.
