Research Article
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A Comparative Analysis of the Reading Comprehension Levels and Reading Attitude Skills of Gifted and Nongifted Fifth Grade Students

Year 2021, Volume: 23 Issue: 2, 442 - 457, 31.08.2021
https://doi.org/10.17556/erziefd.786115

Abstract

Gifted children differ from their nongifted counterparts in that they show different ways of thinking, maintain higher levels of attention, manifest advanced cognitive skills, and enjoy researching and exploring (Clark, 2012). These differences are also reflected in their attitude to reading and reading comprehension skills. Regarding this, the current study aims to examine the reading attitudes and reading comprehension skills of a group of gifted and nongifted fifth grade students. The participants of the study comprise of 401 children (168 gifted, 223 nongifted). Data for the study were collected through the Personal Information Form designed by the researchers, the Reading Comprehension Test prepared based on the questions in the Free Boarding and Scholarship Examination for the Fifth Graders administered by the Ministry of Education, and the Reading Attitude Scale developed by Karahan (2018). Data were analyzed with SPSS 24.0 program (independent sample t-test, one-way analysis of variance [ANOVA], and pearson correlation analysis). The findings of the study indicate that gifted students’ reading comprehension skills differ significantly from those of the nongifted, which shows that gifted students have higher levels of reading comprehension than their nongifted peers. Considering the variables including gender, pre-school education, and time allocated for daily extracurricular reading, a significant difference was found among the gifted students who allocated two or more hours for daily extracurricular reading. That is, the students in this group showed higher reading comprehension skills than the others. However, no significant difference was found between reading attitude and time allocated to extracurricular reading for the gifted. Similarly, no significant difference was observed between extracurricular daily reading duration and reading comprehension skills for the nongifted participants. While a significant difference was observed between the pre-school education status of the nongifted female students and their reading comprehension skills and reading attitudes, no significant difference was found for the nongifted male students. No significant difference was observed between the reading attitudes of the gifted students and their reading comprehension skills. However, a significant difference was observed between the nongifted students’ reading attitudes and reading comprehension skills.

References

  • Arslan, Y. Çelik, Z., Çelik, E. (2009). Determining the attitudes of university students towards reading habit. Pamukkale University Journal of Education, 26(2), 113-124.
  • Bahar, A., Kaya, A. İ., Bahar, F. (2016). Differences in reading attitudes and preferences between gifted and non-gifted elementary students. Education and Science, 41(187), 45- 61.
  • Bakır, B. (2015). A structural equation modeling on the self-perception of gifted and non-gifted students and their parent's child rearing styles. Master Thesis. Mersin University, Institute of Educational Sciences, Mersin.
  • Başaran, I. (2004). Effective learning and multiple intelligence theory: A review. Ege Education Journal, 6(5), 7-11.
  • Baykoç Dönmez, N. (2012). Establishment of science art centers in the education of gifted children and arrangements to be made in its operation. Istanbul: Children's Foundation Publications.
  • Bonds, C. W., Bonds, L. G., & Peach, W. (1992). Metacognition: Developing independence in learning. The Clearing House, 66(1), 56-59.
  • Bozkurt, M. (2013). The relationship between fifth grade students' metacognitive reading comprehension awareness and reading motivations and reading levels. Master Thesis. Bülent Ecevit University Institute of Social Sciences, Malatya.
  • Certo, J., Moxley, K., Reffitt, K., & Miller, J. A. (2010). "I learned how to talk about a book": Children's perceptions of literature circles across grade and ability levels. Literacy Research And Instruction, 49(3), 243-263.
  • Clark, B. (1997). Growing up gifted (5. Ed.). Upper saddle river, New Jersey, Columbus, Ohio: Merrill.
  • Çakıcı, D. (2011). The role of schema theory in reading comprehension. Dumlupınar University Journal of Social Sciences, 30, 77-86.
  • Çetinkaya, P., & Erktin, E. (2002). Assessment of metacognition and its relationship with reading comprehension, achievement, and aptitude. Boğaziçi University Journal of Education, 19(1), 1-11.
  • Davaslıgil, Ü., Z. Leana, M. (2004), Gifted education project. Istanbul: Children's Foundation Publications.
  • Dretzke, B. J., & Keniston, A. H. (1989). The Relation between College Students' Reading Strategies, Attitudes, and Course Performance. Paper Presented at the Annual Meeting of the Midwestern Psychological Association, Chicago.
  • Fehrenbach, C. R. (1991). Gifted/Average readers: Do they use the same reading strategies? Gifted Child Quarterly, 35(3), 125-127.
  • Gökdere, M., & Çepni, S. (2003). The role of the teacher in the education of values given to gifted children. Journal of Values Education, 1(2), 93-107.
  • Harrison, C. (2004). Giftedness in early childhood: The search for complexity and connection. Roeper Review, 26(2), 78-84. İnan, H. Z. (2017). Preschool education and preschool education program. Pegem Citation Index, 1-24.
  • Karababa, S. & Kaya, D. (2018). Investigation of gifted students' metacognitive awareness of reading strategies according to various variables. Route Educational And Social Science Journal, 5(5), 132-147.
  • Karahan, B. Ü. (2018). Reading attitude scale: scale development study. Kastamonu University Kastamonu Education Journal, 26(1), 67-73.
  • Karasar, Niyazi. 2016. Scientific research method. 3. bs. Istanbul: Nobel Publishing.
  • Karatay, H. (2007). Field research on Turkish language teacher candidates' reading comprehension skills. Ph.D. Thesis, Gazi University Institute of Educational Sciences, Ankara.
  • Kılıç, S. (2013). Sampling methods. Journal of Mood Disorders, 3(1), 44-56.
  • Kush, J. C., & Watkins, M. W. (1996). Long-term stability of children's attitudes toward reading. The Journal of Educational Research, 89(5), 315-319.
  • Ness, M. K. (2016). Reading comprehension strategies in secondary content area classrooms: Teacher use of and attitudes towards reading comprehension instruction. Reading Horizons: A Journal of Literacy and Language Arts, 49(2), 5.
  • Özcan, S. (2018). Examination of fifth grade normal and gifted students' metacognitive thinking, metacognitive reading and reading comprehension skills. Master Thesis. Yıldız Technical University, Institute of Social Sciences, Istanbul.
  • Palavuzlar, T. (2009). Examination of reading comprehension skills in story and essay type texts. Master Thesis. Trakya University Institute of Social Sciences. Edirne.
  • Reis, S. M., Eckert, R. D., Mccoach, D. B., Jacobs, J. K., & Coyne, M. (2008). Using enrichment reading practices to increase reading fluency, comprehension, and attitudes. The Journal of Educational Research, 101(5), 299-315.
  • Rüzgar, M. E. (2014). Examining the reading comprehension levels of fifth grade students in curriculum development program in the context of learning styles. Master Thesis. Ankara University Institute of Educational Sciences, Ankara.
  • Sallabas, M. E. & Ozcan, S. (2020). Analysis of the critical reading and comprehension skills of gifted and normally developed students. International Online Journal of Educational Sciences, 12 (1), 265-283
  • Smith, M. C. (1992). Differences in the everyday reading practices of gifted and non- gifted adolescents: Report from a pilot study. In Annual Meeting of the Mid Western Educational Research Association, Chicago.
  • Sternberg, R.J. (1988). The triarchic mind: A new theory of human intelligence. New York: Viking.
  • Susar Kırmızı, F. (2011). The relationship between reading comprehension strategies and reading attitudes. Education 3–13, 39(3), 289-303.
  • Tercan, H. (2018). Investigation of gifted children 'talent perception and emotional intelligence competencies. Master Thesis. Ankara University Institute of Health Sciences, Ankara.
  • Thames, D. G., & Reeves, C. K. (1994). Poor readers’ attitudes: effects of using interests and trade books in an integrated language arts approach. Literacy research and instruction, 33(4), 293-307.
  • Ünal, M. (2012). The effect of 6th grade students' reading attitudes on reading comprehension. Master thesis Ondokuz Eylül University, Institute of Educational Sciences, İzmir.

Beşinci Sınıf Olağan Gelişim Gösteren ve Özel Yetenekli Öğrencilerin Okuma Tutumları ve Okuduğunu Anlama Becerilerinin İncelenmesi

Year 2021, Volume: 23 Issue: 2, 442 - 457, 31.08.2021
https://doi.org/10.17556/erziefd.786115

Abstract

Özel yetenekli çocuklar, düşünme biçimlerinin farklı olması, dikkat seviyelerinin yüksek olması, araştırma yapmayı ve keşfetmeyi sevmeleri ve yüksek bilişsel seviyelere sahip olmaları bakımından olağan gelişim gösteren çocuklardan farklılık göstermektedirler (Clark, 2012). Bu farklılıklar onların okuma tutumlarına ve okuduğunu anlama becerilerine de yansımaktadır. Bu çalışmanın amacı beşinci sınıf olağan gelişim gösteren ve özel yetenekli öğrencilerin okuma tutumları ve okuduğunu anlama becerilerini incelemektir. Bu amaçla yapılan çalışmaya 168’i özel yetenekli ve 223’ü olağan gelişim gösteren olmak üzere toplam 401 çocuk katılmıştır. Araştırmada veri toplama araçları olarak kişisel bilgi formu, Millî Eğitim Bakanlığı tarafından yapılan Parasız Yatılılık ve Bursluluk Sınavı (PYBS) ortaokul 5. sınıf öğrencileri için hazırlanan sorulardan derlenen Okuduğunu Anlama Testi ve Karahan (2018) tarafından geliştirilen Okumaya Yönelik Tutum Ölçeği kullanılmıştır. Veriler SPSS 24.0 programı ile (bağımsız örneklem t testi, tek yönlü varyans analizi [ANOVA], pearson korelasyon analizi) analiz edilmiştir. Analizler sonucunda elde edilen bulgular, okuduğunu anlama becerisi özel yetenekli öğrencilerin lehine anlamlı bir şekilde farklılaştığına işaret etmektedir. Bu durum özel yetenekli öğrencilerin olağan gelişim gösteren öğrencilere göre daha yüksek düzeyde okuduğunu anlama becerisine sahip olduklarını göstermektedir. Cinsiyet, okul öncesi eğitim alma durumu ve ders dışı günlük okumaya ayrılan süre değişkenleri doğrultusunda yapılan analizler dikkate alındığında, ders dışı günlük okumaya ayrılan zaman ile okuduğunu anlama becerisi özel yetenekli öğrencilerde günlük ders dışı okuma saati 2 ve üzeri olanlarda anlamlı farklılık tespit edilmiştir. Buna göre, ders dışı günlük 2 saat ve üzeri okuma yapan özel yetenekli öğrencilerin okuduğunu anlama becerilerinin daha yüksek olduğu belirlenmiştir. Okuma tutumu ile ders dışı okumaya ayrılan süre arasında ise anlamlı bir farklılık belirlenmemiştir. Olağan gelişim gösteren öğrencilerin ders dışı günlük okuma ile okuduğunu anlama becerilerinde anlamlı bir farklılık tespit edilmemiştir. Hem kız hem erkek özel yetenekli öğrencilerin okuma tutumları ve okuduğunu anlama becerileri ile okul öncesi eğitim alma durumları arasında anlamlı bir farklılık tespit edilmemiştir. Olağan gelişim gösteren kız öğrencilerin okul öncesi eğitim alma durumu ile okuduğunu anlama becerileri ve okuma tutumları arasında anlamlı farklılık belirlenirken, olağan gelişim gösteren erkek öğrencilerin okul öncesi eğitim alma ile okuduğunu anlama becerileri ve okuma tutumları arasında anlamlı farklılık tespit edilmemiştir. Özel yetenekli öğrencilerin okuma tutumları ile okuduğunu anlama becerileri arasında anlamlı farklılık gözlenmemiştir. Ancak olağan gelişim gösteren öğrencilerin okuma tutumları ile okuduğunu anlama becerileri arasında anlamlı farklılık gözlenmiştir.

References

  • Arslan, Y. Çelik, Z., Çelik, E. (2009). Determining the attitudes of university students towards reading habit. Pamukkale University Journal of Education, 26(2), 113-124.
  • Bahar, A., Kaya, A. İ., Bahar, F. (2016). Differences in reading attitudes and preferences between gifted and non-gifted elementary students. Education and Science, 41(187), 45- 61.
  • Bakır, B. (2015). A structural equation modeling on the self-perception of gifted and non-gifted students and their parent's child rearing styles. Master Thesis. Mersin University, Institute of Educational Sciences, Mersin.
  • Başaran, I. (2004). Effective learning and multiple intelligence theory: A review. Ege Education Journal, 6(5), 7-11.
  • Baykoç Dönmez, N. (2012). Establishment of science art centers in the education of gifted children and arrangements to be made in its operation. Istanbul: Children's Foundation Publications.
  • Bonds, C. W., Bonds, L. G., & Peach, W. (1992). Metacognition: Developing independence in learning. The Clearing House, 66(1), 56-59.
  • Bozkurt, M. (2013). The relationship between fifth grade students' metacognitive reading comprehension awareness and reading motivations and reading levels. Master Thesis. Bülent Ecevit University Institute of Social Sciences, Malatya.
  • Certo, J., Moxley, K., Reffitt, K., & Miller, J. A. (2010). "I learned how to talk about a book": Children's perceptions of literature circles across grade and ability levels. Literacy Research And Instruction, 49(3), 243-263.
  • Clark, B. (1997). Growing up gifted (5. Ed.). Upper saddle river, New Jersey, Columbus, Ohio: Merrill.
  • Çakıcı, D. (2011). The role of schema theory in reading comprehension. Dumlupınar University Journal of Social Sciences, 30, 77-86.
  • Çetinkaya, P., & Erktin, E. (2002). Assessment of metacognition and its relationship with reading comprehension, achievement, and aptitude. Boğaziçi University Journal of Education, 19(1), 1-11.
  • Davaslıgil, Ü., Z. Leana, M. (2004), Gifted education project. Istanbul: Children's Foundation Publications.
  • Dretzke, B. J., & Keniston, A. H. (1989). The Relation between College Students' Reading Strategies, Attitudes, and Course Performance. Paper Presented at the Annual Meeting of the Midwestern Psychological Association, Chicago.
  • Fehrenbach, C. R. (1991). Gifted/Average readers: Do they use the same reading strategies? Gifted Child Quarterly, 35(3), 125-127.
  • Gökdere, M., & Çepni, S. (2003). The role of the teacher in the education of values given to gifted children. Journal of Values Education, 1(2), 93-107.
  • Harrison, C. (2004). Giftedness in early childhood: The search for complexity and connection. Roeper Review, 26(2), 78-84. İnan, H. Z. (2017). Preschool education and preschool education program. Pegem Citation Index, 1-24.
  • Karababa, S. & Kaya, D. (2018). Investigation of gifted students' metacognitive awareness of reading strategies according to various variables. Route Educational And Social Science Journal, 5(5), 132-147.
  • Karahan, B. Ü. (2018). Reading attitude scale: scale development study. Kastamonu University Kastamonu Education Journal, 26(1), 67-73.
  • Karasar, Niyazi. 2016. Scientific research method. 3. bs. Istanbul: Nobel Publishing.
  • Karatay, H. (2007). Field research on Turkish language teacher candidates' reading comprehension skills. Ph.D. Thesis, Gazi University Institute of Educational Sciences, Ankara.
  • Kılıç, S. (2013). Sampling methods. Journal of Mood Disorders, 3(1), 44-56.
  • Kush, J. C., & Watkins, M. W. (1996). Long-term stability of children's attitudes toward reading. The Journal of Educational Research, 89(5), 315-319.
  • Ness, M. K. (2016). Reading comprehension strategies in secondary content area classrooms: Teacher use of and attitudes towards reading comprehension instruction. Reading Horizons: A Journal of Literacy and Language Arts, 49(2), 5.
  • Özcan, S. (2018). Examination of fifth grade normal and gifted students' metacognitive thinking, metacognitive reading and reading comprehension skills. Master Thesis. Yıldız Technical University, Institute of Social Sciences, Istanbul.
  • Palavuzlar, T. (2009). Examination of reading comprehension skills in story and essay type texts. Master Thesis. Trakya University Institute of Social Sciences. Edirne.
  • Reis, S. M., Eckert, R. D., Mccoach, D. B., Jacobs, J. K., & Coyne, M. (2008). Using enrichment reading practices to increase reading fluency, comprehension, and attitudes. The Journal of Educational Research, 101(5), 299-315.
  • Rüzgar, M. E. (2014). Examining the reading comprehension levels of fifth grade students in curriculum development program in the context of learning styles. Master Thesis. Ankara University Institute of Educational Sciences, Ankara.
  • Sallabas, M. E. & Ozcan, S. (2020). Analysis of the critical reading and comprehension skills of gifted and normally developed students. International Online Journal of Educational Sciences, 12 (1), 265-283
  • Smith, M. C. (1992). Differences in the everyday reading practices of gifted and non- gifted adolescents: Report from a pilot study. In Annual Meeting of the Mid Western Educational Research Association, Chicago.
  • Sternberg, R.J. (1988). The triarchic mind: A new theory of human intelligence. New York: Viking.
  • Susar Kırmızı, F. (2011). The relationship between reading comprehension strategies and reading attitudes. Education 3–13, 39(3), 289-303.
  • Tercan, H. (2018). Investigation of gifted children 'talent perception and emotional intelligence competencies. Master Thesis. Ankara University Institute of Health Sciences, Ankara.
  • Thames, D. G., & Reeves, C. K. (1994). Poor readers’ attitudes: effects of using interests and trade books in an integrated language arts approach. Literacy research and instruction, 33(4), 293-307.
  • Ünal, M. (2012). The effect of 6th grade students' reading attitudes on reading comprehension. Master thesis Ondokuz Eylül University, Institute of Educational Sciences, İzmir.
There are 34 citations in total.

Details

Primary Language English
Subjects Other Fields of Education
Journal Section Articles
Authors

Murat Ökcü 0000-0002-3319-2550

Savaş Akgül 0000-0003-0436-2765

Publication Date August 31, 2021
Acceptance Date July 5, 2021
Published in Issue Year 2021 Volume: 23 Issue: 2

Cite

APA Ökcü, M., & Akgül, S. (2021). A Comparative Analysis of the Reading Comprehension Levels and Reading Attitude Skills of Gifted and Nongifted Fifth Grade Students. Erzincan Üniversitesi Eğitim Fakültesi Dergisi, 23(2), 442-457. https://doi.org/10.17556/erziefd.786115