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RDG 350 - Comprehension Contentserver
RDG 350 - Comprehension Contentserver
Abstract
The aim of this study was to determine whether the level of use of pragmatic and analytical reading strategies significantly differs among prospective elementary school teachers in terms of ten sub-dimensions of learning and study
strategies. The sub-dimensions used were attitude, motivation, time management, anxiety, concentration, information
processing, selection of the main ideas, study aids, self-testing and test-taking strategies. The participants in the study
were 159 prospective elementary school teachers from the Department of Elementary Education at Adnan Ivlenderes
University in Turkey. A correlational research design was used. The data were collected through "Metacognitive Reading
Strategies Questionnaire" and "The Learning and Study Strategies inventory". The arithmetic mean and standard deviation analysis were calculated in terms of analytical reading strategies lx=46.46. SD=15.681 and pragmatic reading strategies {x= 18.03. SO = 6.231. In the process of determining the relationship between reading comprehension strategies and
learning and study strategies, the Pearson correlation coefficient was calculated. For the interpretation of the data. p=.O5
was accepted as a significant level in t-test analysis; in correlation analyses the results were commented as p=.O5 ve .01
at statistically significant level. As a result, it was found that the prospective elementary school teachers used both analytical and pragmatic strategies lanalytic. x= 3.85: pragmatic. x= 3.6530. at "often used levell at the upper intermediate
level. Positive and significant relationships were found between some sub-dimensions of Pragmatic strategy for reading
and Study and learning strategies. As teacher candidates' level of using analytical reading strategies increases, their
level of using reading comprehension strategies increase too. Attitude explains approximately two-thirds of the variables
of analytical reading strategies 167.8%) and attitude and work aids explain approximately half of the pragmatic strategies of reading 149.7%). In this context, the most important thing that effected learning and study strategies is reading
strategies'attitude and study aids.
Keywords
Reading Comprehension. Learning. Studying. Learning Strategy. Teacher Candidate.
(Akyol, 2010).
T I J . J C J
,.
.
J
,
" ,
reading and reading comprehension have taken
,
.
.
,
,
,
,
Its place in the curriculums and teathing and
"
a Nuri KARASAKALOGLU. Ph.D.. is an assistant
j
by looking at a text which has been vmtten in order
7
5
' ' ^ " " ^ ^ " ' ' J " " ^^'^^ ^006, p. 115). I n the definition made by Demirel, reading is "an activity of
extracting meaning from the written symbols with
the help of psychomotor skuls and cognitive behaviojs (Demirel 2003)
KARASAKALOLtJ / The Relationship between Reading Comprehension and Learning and Study Strategies...
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KARASAKALOGLU / The Relationship between Reading Comprehension and Learning and Study Strategies...
This study conducted as a result of all above mentioned reasons is expected to contribute to the
students and teacher together with instructors
working in the departments of primary school and
Turkish language teaching in universities.
Method
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I19U
KARASAKALOLtJ / The Relationship between Reading Comprehension and Learning and Study Strategies...
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KARASAKALOLU / The Relationship between Reading Comprehension and Learning and Study Strategies...
centration (%50), time management (%60), elftesting strategies (%65) and study aids (%70) and
they also need to be developed for all these dimensions. The participants are seen as adequate in information processing.
search are consistent with the findings of our research concerning the fact that there are significant
correlations between the attitude dimension which
means interest in the school and being successful
and the other learning strategies.
' In the same vray, Kete and Sucuo^u (2011) studied the
learning stral^es of the teacher candidates in the departments of biology and science teaching. It is determined
that the teacher candidates always use "ie strat^y of underlining the sentences which seem important" (473%);
use the strategies of "Vying to find what are the important
points are" (553%); " firstly, trying the solve the problem
and then looking at the solutions" (453%), and "putting
signs on the important points" (423%) very often and
they never use the strat^ of "Vying to simplify the sentences" (the memory and organizing strategies): It is also
cktermined that the teacher candidates sometimes use the
"answering the question asked by themsdves"
(363%), "preparing cjuestions" (303%), ""asking questions
to themsdve^' (313%) and they never use the strat^y of
"solving test rdated with subject" (thefollow-up strategiesforunderstanding the coniprehension)It is seen that
they use the strat^es of "making asscxiation between the
previous kncm^edge and the newly learned" (51%), "classifying the subjects" (45%), and "imagination" (42% very
fiec]uentty (basic and complex strategies of giving meaning). It is found that they usetfiestrat^es of "trying to
find the similarities' (503%) and " studying taking into
account the figures' (473%) veryfiequently(Complex
organization and resources based learning strat^es). It
is also established iat iey use the strategies of ""preparing worksheets" (39%), ""studying by writing (39%) and
""summarizing (353%) very often. The results obtained
fiom this research are similar to the ones in our research.
In this context, it can be said that these two researches support each other
In the researches exerted by Kymen (1989; 1990),
Saracaloglu et al. (2004), Saracaloglu et al. (2006)
in which the same scale used in our researches apphed, it is found that the scores of the participants
concerning learning and study strategies are quite
simar to the ones in otir research. The attitude and
motivation scores are also nearly the same with the
ones in our research. In this situation, though the"
level of using the learning strategies whe studying
is in intermeciiate and upper levels, it is thought that
the competencies, especiay affective strategies,
should be developed. By this way, it is foreseen that
the prospective elementary school teachers who are
responsible for teaching can use the above mentioned strategies more efficiently.
When the researches above are examined, it is seen
that the learning and study strategies of the imiver-
19471
EDUCATIONAL
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