Abstract
This study has been conducted in order to examine the effects of the stories for thinking on 5th graders' reading comprehension and listening comprehension. A pretest-post test control group quasi-experimental design was used in the study. The sample of the etstudy was composed of 74 5th graders attending public elementary schools. The data have been collected by administering the ‘reading comprehension test’ and the ‘Listening Comprehension Test’. While ‘stories for thinking’ was applied to the study group, various activities were applied to the control group. The results of the study showed that there was no evidence that the stories for thinking experience added statistically significant value to the students' reading and listening comprehension in relation to the control group.
Published Version
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