Abstract
In this study, it is aimed to determine at what level the Meaning Identification Technique (MIT) can measure the reading comprehension skills of the 4th grade primary school students and to test the validity and reliability of the MIT test with different types of texts. In the study carried out in survey model, MIT and Sentence Verification Technique (SVT) tests, which were developed by the researcher and are peculiar to narrative and informative texts, were used. The readability of the texts were tested with Cloze Tests (CT) developed specifically for each type of text. The study was carried out with the participation of 87 primary school 4th grade students in two primary schools randomly selected among the public schools in the city of Ankara. The results of the study demonstrated that MIT tests measure reading comprehension skills as reliable as SVT tests. While there was a significant difference between comprehension and the numbers of reading in narrative texts, it was found that there was no significant difference with the numbers of reading in informative texts. A great majority of students (approximately 75%) felt the need to read two or more times while making sense of the text. On the other hand, MIT tests are a significant predictor of Turkish course achievements.
Highlights
The assessment of reading comprehension skills has been one of the important milestones in the field of education for over 100 years
Caccamise et al (2008) emphasize that formative assessment in the classroom environment provides better results in determining students' competencies in a field. In this view, improving reading comprehension tests may change depending on many factors. the purpose of this study was to focus on the adaption of Meaning Identification Technique (MIT) tests with a particular attention to the Turkish language features rather than the standardization of the text
Survey model is the main method adopted by this study. a survey was constructed to see to what extent the MIT is able to measure students' reading comprehension skills
Summary
The assessment of reading comprehension skills has been one of the important milestones in the field of education for over 100 years. According to Marcotte, Rick and Wells (2018), reading comprehension skills play an important role in course achievements. Literacy skills are determined by standardized tests through the Programme for International Student Assessment (PISA). These exams are composed of different types of questions and the majority of these questions are created with multiple choice questions. It is rather difficult for individuals who want to determine their reading comprehension skills to access, prepare, and evaluate PISA questions in this way (OECD, 2016). Despite the development of many assessment tools, it is seen that there are no reading evaluation tests standardized according to class level and available to be used at the national level in Turkey (Ulusoy & Çetinkaya, 2012)
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