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Investigation of the Relationship between Peritextual Reading and Question Asking Attitudes of Primary School Students

Year 2025, Volume: 13 Issue: 2, 277 - 295, 30.04.2025

Hüseyin Çevik

https://doi.org/10.16916/aded.1609101

Abstract

This study aims to examine the relationship between peritextual reading and attitudes towards asking questions in 4th grade primary school students. The study, which was conducted with the relational survey model, was conducted on 373 students studying in three public schools in Yenimahalle district of Ankara province. The data were collected using the Peritextual Reading Level Determination Scale and the Attitudes Toward Asking Questions Scale. Independent samples t-test, ANOVA, correlation and regression analyses were used to analyse the data. The results showed that the students' general peritextual reading level was at an intermediate level and that they performed better in reading visual elements than in other areas. While the level of peritextual reading did not show a significant difference in terms of variables such as gender and number of siblings, it was found that female students had higher levels of reading in text peritextual elements than male students. A positive, low-level significant relationship was found between the level of peritextual reading and the attitude towards asking questions; it was seen that the level of peritextual reading predicted students' attitudes towards asking questions. The results of the research indicated that peritextual reading skills could make an important contribution to the development of students' critical thinking and questioning skills. In this context, activities that introduce students to the elements of peritextual reading and course materials should be organised to improve reading habits.

Keywords

Primary school students peritext peritextual reading attitude towards questioning critical thinking

References

  • Abdollahzadeh, E. ve Salarvand, H. (2013). Book prefaces in basic, applied and social sciences: A genre-based study. World Applied Sciences Journal, 28(11), 1618-1626.
  • Ahmad, N. ve Zainab, T. (2024). A comparative analysis of the peritextual features of the English-Urdu translated versions of ‘Salome’: Utilizing the poly-systemic approach. Journal of Applied Linguistics, 3(2), 44-50. https://doi.org/10.52622/joal.v3i2.186
  • Akgeyik, T. (2015). The effect of birth order on achievement: A study on a sample of public employees. İstanbul Üniversitesi İktisat Fakültesi Mecmuası, 65(2), 1-13.
  • Arif, M. ve Hashim, F. (2009). Young learners second language visual literacy practices. Oxford: Inter-Disciplinary Press.
  • Aşılıoğlu, B. (2008). Bilişsel öğrenmeler için eleştirel okumanın önemi ve onu geliştirme yolları. Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi, (10), 1-11.
  • Aslan, O. (2023). Çocuk edebiyatı unsurlarından hareketle etraflı (peritekstual) okuryazarlık çerçevesi. M. Dalkılıç (Ed.)., New trends in social and education sciences içinde (ss. 53-67). İzmir: Duvar Yayınları.
  • Aslan, O. ve Yıllar, Ö. (2022). The effect of peritextual reading on reading attitudes of primary school students. Cumhuriyet International Journal of Education, 11(4), 655-666. https://dx.doi.org/10.30703/cije.1102945
  • Aslan, O. ve Yıllar, Ö. (2023). Etraflı (peritekstual) okuma yapmanın okuma motivasyonuna etkisi. Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi, (43), 34-55. http://dx.doi.org/10.14582/DUZGEF.2023.201
  • Ateş, S. (2013). İlkokulda peritextual okumadan metinler arası okumaya resimli hikâye kitabı okuma süreci. International Journal of Human Sciences, 10(1), 1567-1585.
  • Barnett, W. S. (2008). Preschool education and its lasting effects: Research and policy implications. Boulder and Tempe: Education and the Public Interest Center & Education Policy Research.
  • Baş, Ö. ve Kardaş, N. (2014). İlköğretim öğrencilerinin görsel okuma becerisi ile okuduğunu anlama becerisi arasındaki ilişkinin incelenmesi. Uşak Üniversitesi Sosyal Bilimler Dergisi, 7(1), 230-243.
  • Bluestein, N. A. (2010). Unlocking text features for determining importance in expository text: A strategy for struggling readers. The Reading Teacher, 63(7), 597–600. https://doi.org/10.1598/RT.63.7.7
  • Boaler, J. (2016). Mathematical mindsets: Unleashing students' potential through creative math, inspiring messages, and innovative teaching. San Francisco, CA: Jossey-Bass.
  • Brookfield, S. D. (2011). Teaching for critical thinking: Tools and techniques to help students question their assumptions. San Francisco: Jossey-Bass.
  • Brookshire, J., Scharff, L. F. ve Moses, L. E. (2002). The influence of illustrations on children's book preferences and comprehension. Reading psychology, 23(4), 323-339. https://doi.org/10.1080/713775287
  • Çam, B. (2006). İlköğretim öğrencilerinin görsel okuma düzeyleri ile okuduğunu anlama, eleştirel okuma ve Türkçe dersi akademik başarıları arasındaki ilişki (Yayımlanmamış yüksek lisans tezi). Osmangazi Üniversitesi Sosyal Bilimler Enstitüsü, Eskişehir.
  • Chin, C. ve Brown, D. E. (2000). Learning deeply in science: An analysis and reintegration of deep approaches in two case studies of grade 8 students. Research in Science Education, 30(2), 173–197. https://doi.org/10.1007/BF02461627
  • Chung, S., Wee, J. ve Meacham, S. (2024). Peritextual elements in Chinese nonfiction picturebooks. Children’s Literature in English Language Education. 12(1), 25-48.
  • Dickinson, D. K. ve Tabors, P. O. (2001). Beginning literacy with language: Young children learning at home and school. Paul H Brookes Publishing.
  • Doğan, F. (2018). Öğrenci ve öğretmen görüşlerine göre ilkokul 4. sınıf öğrencilerinin soru sormaya yönelik tutumlarının incelenmesi (Yayımlanmamış yüksek lisans tezi). Yıldız Teknik Üniversitesi Sosyal Bilimler Enstitüsü, İstanbul.
  • Dori, Y. J. ve Herscovitz, O. (1999). Question-posing capability as an alternative evaluation method: Analysis of an environmental case study. Journal of Research in Science Teaching, 36(4), 411-430. https://doi.org/10.1002/(SICI)1098-2736(199904)36:4<411::AID-TEA2>3.0.CO;2-E
  • Edwards, A. L. (2022). The paratexts of audience engagement: Cover matter that draws in and keeps readers (Master's thesis). Nova Southeastern University, Florida.
  • Fergusson, D. M., Horwood, L. J. ve Boden, J. M. (2006). Birth order and educational achievement in adolescence and young adulthood. Australian Journal of Education, 50(2), 122-139.
  • Fleta, M. T. (2022). Illustrated barcodes of picturebooks: Artistic peritextual elements with pedagogical applicability. Children's Literature in Education, 53(2), 251-272. https://doi.org/10.1007/s10583-021-09452-x
  • Genette, G. (1997). Paratexts: Thresholds of interpretation. Cambridge: Cambridge University Press.
  • George, D. ve Mallery, P. (2010). SPSS for Windows step by step: A simple guide and reference, 17.0 update (10th ed.). India: Pearson Publishing.
  • Gök, B., Temizyürek, F., Baş, Ö. ve Sirem, Ö. (2021). Feridun Oral's children's books' peritextual features and their text readability levels. Turkish Journal of Education, 10(2), 125-138. https://doi.org/10.19128/turje.808967
  • Gross, M. ve Latham, D. (2017). The peritextual literacy framework: Using the functions of peritext to support critical thinking. Library & Information Science Research, 39(2), 116-123. https://doi.org/10.1016/j.lisr.2017.03.006
  • Gross, M., Latham, D., Underhill, J. ve Bak, H. (2016). Peritext book club: Reading to foster critical thinking about STEAM Texts. School Library Research, 19, 1–16.
  • Hemming, P. (2023): Reflecting on research impact: diversity of religion and belief in primary schools in England and Wales, Journal of Beliefs & Values, https://doi.org/10.1080/13617672.2023.2267926
  • Higonnet, M. R. (1990). The playground of the peritext. Children's Literature Association Quarterly, 15(2), 47-49. https://dx.doi.org/10.1353/chq.0.0831
  • Kachorsky, D., Moses, L., Serafini, F. ve Hoelting, M. (2017). Meaning making with picturebooks: Young children’s use of semiotic resources. Literacy Research and Instruction, 56(3), 231-249. https://doi.org/10.1080/19388071.2017.1304595
  • Karaman, H. ve Yıllar, R. (2023). İlkokul öğrencilerinin peritekstual okuma düzeylerinin çeşitli değişkenler bakımından incelenmesi. İnsan ve Toplum Bilimleri Araştırmaları Dergisi, 12(5), 2763-2781. https://doi.org/10.15869/itobiad.1330811
  • Karasar, N. (2007). Bilimsel araştırma yöntemleri. Ankara: Nobel Yayıncılık.
  • Krejcie, R. V. ve Morgan, D. W. (1970). Determining sample size for research activities. Educational and Psychological Measurement, 30, 607-610. https://doi.org/10.1177/001316447003000308
  • Lambert, M. D. (2015). Reading picture books with children: How to shake up storytime and get kids talking about what they see. Watertown, MA: Charlesbridge
  • Latham, D. ve Gross, M. (2019). Pausing at the threshold: Peritextual images in young adult nonfiction award winners. Journal of Research on Libraries and Young Adults, 9(2), 1- 20.
  • Lüle, E. (2007). Evaluation of seven juvenile books for their convenience to the principles of juvenile literature. İnönü University Journal of the Faculty of Education, 8(14), 17-30.
  • Marksberry, M.L. (1979). Student questioning: An istructional strategy. Educational Horizons, 57(4), 190-195.
  • Martinez, M., Stier, C. ve Falcon, L. (2016). Judging a book by its cover: An investigation of peritextual features in Caldecott award books. Children’s Literature in Education, 47(3), 225–241. https://doi.org/10.1007/s10583-016-9272-8
  • McNair, J. C. (2021). Surprise, surprise! Exploring dust jackets, case covers, and endpapers in picture books to support comprehension. The Reading Teacher, 74(4), 363-373. https://doi.org/10.1002/trtr.1985
  • Memduhoğlu, H. B., Saylık, N. ve Yayla, A. (2017). İlkokul öğrencilerinde eleştirel ve sorgulayıcı düşünmeyi geliştirmeye yönelik yeni bir öğretim tekniği denemesi: Soru topları tekniği. Elektronik Sosyal Bilimler Dergisi, 16(60), 145-160. https://doi.org/10.17755/esosder.289657
  • Pantaleo, S. (2022). An investigation of the functionality of peritextual elements in graphic novels. Children's Literature in Education, 53(4), 507-525. https://doi.org/10.1007/s10583-021-09462-9
  • Paul, R., Binker, A. J. A, Martin, D. ve Adamson, K. (1989). Critical thinking handbook: High school. New York: Sonoma State University.
  • Serafini, Frank. (2012). Taking full advantage of children’s literature. The Reading Teacher, 65(7), 457–459. https://doi.org/10.1002/TRTR.01067
  • Sipe, L. R. (2008). Storytime: Young children’s literary understanding in the classroom. New York, NY: Teachers College Press.
  • Sivashankar, N., Jackson, S. E. ve Degener, R. M. (2020). Centering the margins: Investigating relationships, power, and culture through critical peritextual analysis. Children's Literature in Education, 51(4), 480-501. https://doi.org/10.1007/s10583-019-09395-4
  • Stier, C., Martinez, M. ve Falcon, L. (2017). Vital Information and visual treats: Exploring the richness of the peritext in 21st century picturebooks. The Dragon Lode, 35(2), 89-94.
  • Stokhof, H.J.M., Vries, B., Martens, R.L. ve Bastiaens, T.J. (2017) Context and implications document for: How to guide efffective studetns questioning: A review of teacher quidance in primary education. Review of Education, 5(2), 166-170. https://doi.org/10.1002/rev3.3089
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  • Witte, S., Latham, D. ve Gross, M. (2019). Literacy engagement through peritextual analysis. Michigan: American Library Association.
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İlkokul Öğrencilerinin Peritekstual Okuma ile Soru Sormaya Yönelik Tutumları Arasındaki İlişkinin İncelenmesi

Year 2025, Volume: 13 Issue: 2, 277 - 295, 30.04.2025

Hüseyin Çevik

https://doi.org/10.16916/aded.1609101

Abstract

Bu araştırma, ilkokul 4. sınıf öğrencilerinin peritekstual okuma ile soru sormaya yönelik tutumları arasındaki ilişkiyi incelemeyi amaçlamaktadır. İlişkisel tarama modeliyle yürütülen çalışma, Ankara ili Yenimahalle ilçesindeki üç devlet okulunda öğrenim gören 373 öğrenci üzerinde gerçekleştirilmiştir. Veriler, Peritekstual Okuma Düzeyi Belirleme Ölçeği ve Soru Sormaya Yönelik Tutum Ölçeği kullanılarak toplanmıştır. Verilerin analizinde bağımsız örneklemler t-testi, ANOVA, korelasyon ve regresyon analizleri kullanılmıştır. Bulgular, öğrencilerin genel peritekstual okuma düzeylerinin orta seviyede olduğunu, özellikle görsel unsurları okuma becerisinde diğer alanlara göre daha yüksek performans sergilediklerini ortaya koymuştur. Cinsiyet ve kardeş sayısı gibi değişkenler açısından peritekstual okuma düzeyi anlamlı bir farklılık göstermezken, kız öğrencilerin metin içi peritekstual unsurları okuma düzeylerinin erkeklere göre daha yüksek olduğu belirlenmiştir. Peritekstual okuma düzeyi ile soru sormaya yönelik tutum arasında pozitif yönde düşük düzeyde anlamlı bir ilişki bulunmuş, peritekstual okuma düzeyinin öğrencilerin soru sorma tutumlarını yordadığı görülmüştür. Araştırma sonuçları, öğrencilerin eleştirel düşünme ve sorgulama becerilerinin geliştirilmesinde peritekstual okuma becerisinin önemli bir katkı sağlayabileceğini göstermektedir. Bu bağlamda, okuma alışkanlıklarını geliştirmek için öğrencilere peritekstual okuma unsurlarını tanıtan etkinlikler yapılması ve ders materyallerinde peritekstual öğelere daha fazla yer verilmesi önerilmektedir.

Keywords

İlkokul öğrencileri periteks peritekstual okuma soru sorma tutumu eleştirel düşünme

References

  • Abdollahzadeh, E. ve Salarvand, H. (2013). Book prefaces in basic, applied and social sciences: A genre-based study. World Applied Sciences Journal, 28(11), 1618-1626.
  • Ahmad, N. ve Zainab, T. (2024). A comparative analysis of the peritextual features of the English-Urdu translated versions of ‘Salome’: Utilizing the poly-systemic approach. Journal of Applied Linguistics, 3(2), 44-50. https://doi.org/10.52622/joal.v3i2.186
  • Akgeyik, T. (2015). The effect of birth order on achievement: A study on a sample of public employees. İstanbul Üniversitesi İktisat Fakültesi Mecmuası, 65(2), 1-13.
  • Arif, M. ve Hashim, F. (2009). Young learners second language visual literacy practices. Oxford: Inter-Disciplinary Press.
  • Aşılıoğlu, B. (2008). Bilişsel öğrenmeler için eleştirel okumanın önemi ve onu geliştirme yolları. Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi, (10), 1-11.
  • Aslan, O. (2023). Çocuk edebiyatı unsurlarından hareketle etraflı (peritekstual) okuryazarlık çerçevesi. M. Dalkılıç (Ed.)., New trends in social and education sciences içinde (ss. 53-67). İzmir: Duvar Yayınları.
  • Aslan, O. ve Yıllar, Ö. (2022). The effect of peritextual reading on reading attitudes of primary school students. Cumhuriyet International Journal of Education, 11(4), 655-666. https://dx.doi.org/10.30703/cije.1102945
  • Aslan, O. ve Yıllar, Ö. (2023). Etraflı (peritekstual) okuma yapmanın okuma motivasyonuna etkisi. Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi, (43), 34-55. http://dx.doi.org/10.14582/DUZGEF.2023.201
  • Ateş, S. (2013). İlkokulda peritextual okumadan metinler arası okumaya resimli hikâye kitabı okuma süreci. International Journal of Human Sciences, 10(1), 1567-1585.
  • Barnett, W. S. (2008). Preschool education and its lasting effects: Research and policy implications. Boulder and Tempe: Education and the Public Interest Center & Education Policy Research.
  • Baş, Ö. ve Kardaş, N. (2014). İlköğretim öğrencilerinin görsel okuma becerisi ile okuduğunu anlama becerisi arasındaki ilişkinin incelenmesi. Uşak Üniversitesi Sosyal Bilimler Dergisi, 7(1), 230-243.
  • Bluestein, N. A. (2010). Unlocking text features for determining importance in expository text: A strategy for struggling readers. The Reading Teacher, 63(7), 597–600. https://doi.org/10.1598/RT.63.7.7
  • Boaler, J. (2016). Mathematical mindsets: Unleashing students' potential through creative math, inspiring messages, and innovative teaching. San Francisco, CA: Jossey-Bass.
  • Brookfield, S. D. (2011). Teaching for critical thinking: Tools and techniques to help students question their assumptions. San Francisco: Jossey-Bass.
  • Brookshire, J., Scharff, L. F. ve Moses, L. E. (2002). The influence of illustrations on children's book preferences and comprehension. Reading psychology, 23(4), 323-339. https://doi.org/10.1080/713775287
  • Çam, B. (2006). İlköğretim öğrencilerinin görsel okuma düzeyleri ile okuduğunu anlama, eleştirel okuma ve Türkçe dersi akademik başarıları arasındaki ilişki (Yayımlanmamış yüksek lisans tezi). Osmangazi Üniversitesi Sosyal Bilimler Enstitüsü, Eskişehir.
  • Chin, C. ve Brown, D. E. (2000). Learning deeply in science: An analysis and reintegration of deep approaches in two case studies of grade 8 students. Research in Science Education, 30(2), 173–197. https://doi.org/10.1007/BF02461627
  • Chung, S., Wee, J. ve Meacham, S. (2024). Peritextual elements in Chinese nonfiction picturebooks. Children’s Literature in English Language Education. 12(1), 25-48.
  • Dickinson, D. K. ve Tabors, P. O. (2001). Beginning literacy with language: Young children learning at home and school. Paul H Brookes Publishing.
  • Doğan, F. (2018). Öğrenci ve öğretmen görüşlerine göre ilkokul 4. sınıf öğrencilerinin soru sormaya yönelik tutumlarının incelenmesi (Yayımlanmamış yüksek lisans tezi). Yıldız Teknik Üniversitesi Sosyal Bilimler Enstitüsü, İstanbul.
  • Dori, Y. J. ve Herscovitz, O. (1999). Question-posing capability as an alternative evaluation method: Analysis of an environmental case study. Journal of Research in Science Teaching, 36(4), 411-430. https://doi.org/10.1002/(SICI)1098-2736(199904)36:4<411::AID-TEA2>3.0.CO;2-E
  • Edwards, A. L. (2022). The paratexts of audience engagement: Cover matter that draws in and keeps readers (Master's thesis). Nova Southeastern University, Florida.
  • Fergusson, D. M., Horwood, L. J. ve Boden, J. M. (2006). Birth order and educational achievement in adolescence and young adulthood. Australian Journal of Education, 50(2), 122-139.
  • Fleta, M. T. (2022). Illustrated barcodes of picturebooks: Artistic peritextual elements with pedagogical applicability. Children's Literature in Education, 53(2), 251-272. https://doi.org/10.1007/s10583-021-09452-x
  • Genette, G. (1997). Paratexts: Thresholds of interpretation. Cambridge: Cambridge University Press.
  • George, D. ve Mallery, P. (2010). SPSS for Windows step by step: A simple guide and reference, 17.0 update (10th ed.). India: Pearson Publishing.
  • Gök, B., Temizyürek, F., Baş, Ö. ve Sirem, Ö. (2021). Feridun Oral's children's books' peritextual features and their text readability levels. Turkish Journal of Education, 10(2), 125-138. https://doi.org/10.19128/turje.808967
  • Gross, M. ve Latham, D. (2017). The peritextual literacy framework: Using the functions of peritext to support critical thinking. Library & Information Science Research, 39(2), 116-123. https://doi.org/10.1016/j.lisr.2017.03.006
  • Gross, M., Latham, D., Underhill, J. ve Bak, H. (2016). Peritext book club: Reading to foster critical thinking about STEAM Texts. School Library Research, 19, 1–16.
  • Hemming, P. (2023): Reflecting on research impact: diversity of religion and belief in primary schools in England and Wales, Journal of Beliefs & Values, https://doi.org/10.1080/13617672.2023.2267926
  • Higonnet, M. R. (1990). The playground of the peritext. Children's Literature Association Quarterly, 15(2), 47-49. https://dx.doi.org/10.1353/chq.0.0831
  • Kachorsky, D., Moses, L., Serafini, F. ve Hoelting, M. (2017). Meaning making with picturebooks: Young children’s use of semiotic resources. Literacy Research and Instruction, 56(3), 231-249. https://doi.org/10.1080/19388071.2017.1304595
  • Karaman, H. ve Yıllar, R. (2023). İlkokul öğrencilerinin peritekstual okuma düzeylerinin çeşitli değişkenler bakımından incelenmesi. İnsan ve Toplum Bilimleri Araştırmaları Dergisi, 12(5), 2763-2781. https://doi.org/10.15869/itobiad.1330811
  • Karasar, N. (2007). Bilimsel araştırma yöntemleri. Ankara: Nobel Yayıncılık.
  • Krejcie, R. V. ve Morgan, D. W. (1970). Determining sample size for research activities. Educational and Psychological Measurement, 30, 607-610. https://doi.org/10.1177/001316447003000308
  • Lambert, M. D. (2015). Reading picture books with children: How to shake up storytime and get kids talking about what they see. Watertown, MA: Charlesbridge
  • Latham, D. ve Gross, M. (2019). Pausing at the threshold: Peritextual images in young adult nonfiction award winners. Journal of Research on Libraries and Young Adults, 9(2), 1- 20.
  • Lüle, E. (2007). Evaluation of seven juvenile books for their convenience to the principles of juvenile literature. İnönü University Journal of the Faculty of Education, 8(14), 17-30.
  • Marksberry, M.L. (1979). Student questioning: An istructional strategy. Educational Horizons, 57(4), 190-195.
  • Martinez, M., Stier, C. ve Falcon, L. (2016). Judging a book by its cover: An investigation of peritextual features in Caldecott award books. Children’s Literature in Education, 47(3), 225–241. https://doi.org/10.1007/s10583-016-9272-8
  • McNair, J. C. (2021). Surprise, surprise! Exploring dust jackets, case covers, and endpapers in picture books to support comprehension. The Reading Teacher, 74(4), 363-373. https://doi.org/10.1002/trtr.1985
  • Memduhoğlu, H. B., Saylık, N. ve Yayla, A. (2017). İlkokul öğrencilerinde eleştirel ve sorgulayıcı düşünmeyi geliştirmeye yönelik yeni bir öğretim tekniği denemesi: Soru topları tekniği. Elektronik Sosyal Bilimler Dergisi, 16(60), 145-160. https://doi.org/10.17755/esosder.289657
  • Pantaleo, S. (2022). An investigation of the functionality of peritextual elements in graphic novels. Children's Literature in Education, 53(4), 507-525. https://doi.org/10.1007/s10583-021-09462-9
  • Paul, R., Binker, A. J. A, Martin, D. ve Adamson, K. (1989). Critical thinking handbook: High school. New York: Sonoma State University.
  • Serafini, Frank. (2012). Taking full advantage of children’s literature. The Reading Teacher, 65(7), 457–459. https://doi.org/10.1002/TRTR.01067
  • Sipe, L. R. (2008). Storytime: Young children’s literary understanding in the classroom. New York, NY: Teachers College Press.
  • Sivashankar, N., Jackson, S. E. ve Degener, R. M. (2020). Centering the margins: Investigating relationships, power, and culture through critical peritextual analysis. Children's Literature in Education, 51(4), 480-501. https://doi.org/10.1007/s10583-019-09395-4
  • Stier, C., Martinez, M. ve Falcon, L. (2017). Vital Information and visual treats: Exploring the richness of the peritext in 21st century picturebooks. The Dragon Lode, 35(2), 89-94.
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There are 55 citations in total.

Details

Primary Language Turkish
Subjects Turkish Education
Journal Section Articles
Authors

Hüseyin Çevik 0000-0001-8420-5481

Publication Date April 30, 2025
Submission Date December 28, 2024
Acceptance Date February 11, 2025
Published in Issue Year 2025 Volume: 13 Issue: 2

Cite

APA Çevik, H. (2025). İlkokul Öğrencilerinin Peritekstual Okuma ile Soru Sormaya Yönelik Tutumları Arasındaki İlişkinin İncelenmesi. Ana Dili Eğitimi Dergisi, 13(2), 277-295. https://doi.org/10.16916/aded.1609101

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