Abstract
This study was carried out in order to search the effects of teaching informative text structures through processual model on the reading comprehension skills of 4th grade students. The research was designed in accordance with experimental model with pre-test-post-test control groups. The study group of the study consisted of 62 fourth grade students who receive their education in 2012-2013 school year in a state school located in the province of Konya, Turkey. Teaching of the informative texts was carried out for 10 weeks based on the processual model in the experimental group, and based on the curriculum of Turkish course in the control group. As data collection tools, Reading Comprehension Test and Awareness Test of Informative Text Structures were used in the research. Arithmetic mean, standard deviation, unpaired t-test, and one-way analysis of variance were used in the analyses of the study data. Results of the study have revealed that there are significant differences between the reading comprehension levels and awareness of informative text structures on behalf of the experimental group that learned informative texts through processual model.
Highlights
Increasing the effectiveness of the reading comprehension skills is only possible with the use of various strategies
The aim of this study is to identify the effects of teaching informative text structures through processual model on the reading comprehension skills of 4th grade students
There is not a significant difference between the experimental group and control group students’ levels of text structure knowledge, which were measured before the practice (p>0.05)
Summary
Increasing the effectiveness of the reading comprehension skills is only possible with the use of various strategies. Using different strategies enables students and teachers to teach and learn texts, and to understand the topic (Dönmez & Yazıcı, 2006). Good readers have advanced strategies that they use to comprehend what they read (Vacca & Vacca, 2005). The demonstration of comprehension strategies by teachers and the teaching of these strategies as models or guides will enable students to learn and use them effectively. Students who successfully learn these strategies will be readers who are independent from their teachers (National Reading Panel [NRP], 2000). At the end of the provided reading trainings, it should be aimed to develop independent readers who can actively use comprehension strategies
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