Research Article
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Comparison of Reading Comprehension Performance of Fourth Grade Primary School Students through Different Techniques

Year 2024, Volume: 12 Issue: 4, 919 - 939, 31.10.2024

Mustafa Kocaarslan , Zehra Çelik , Kübra Nur Yıldırım

https://doi.org/10.16916/aded.1511386

Abstract

This study examined the relationships among fourth-graders’ reading comprehension scores measured by a sentence verification test, cloze test, retelling, and open-ended questions. The study also examined whether the students' reading comprehension scores measured in multiple ways differed according to gender, reading media preference, availability of a bookshelf at home, and the number of books read was also investigated. The findings indicated positive and significant relationships between all reading comprehension measurements from low to high levels. Females performed better than males in all reading comprehension measures. In addition, a significant difference was found in favor of those who preferred reading printed materials in all tests regarding the reading media. Students with a bookshelf at home had significantly higher retelling scores than those without. Students who read more books per month achieved high performance only in the sentence verification test.

Keywords

Reading comprehension assessment sentence verification test cloze test open-ended questions retelling

References

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İlkokul Dördüncü Sınıf Öğrencilerinin Okuduğunu Anlama Performanslarının Farklı Tekniklerle Karşılaştırılması

Year 2024, Volume: 12 Issue: 4, 919 - 939, 31.10.2024

Mustafa Kocaarslan , Zehra Çelik , Kübra Nur Yıldırım

https://doi.org/10.16916/aded.1511386

Abstract

Bu araştırmada dördüncü sınıf öğrencilerinin cümle doğrulama testi, boşluk tamamlama testi, yeniden anlatma ve açık-uçlu sorular ile ölçülen okuduğunu anlama puanları arasındaki ilişkiler incelenmiştir. Bununla birlikte öğrencilerin farklı tekniklerle ölçülen okuduğunu anlama puanlarının cinsiyet, okuma ortamı tercihi, evde kitaplığa sahip olma ve okunan kitap sayısına göre farklılaşıp farklılaşmadığı araştırılmıştır. Araştırma sonucunda genel olarak bütün okuduğunu anlama ölçümleri arasında düşük düzeyden yüksek düzeye kadar pozitif ve anlamlı ilişkiler tespit edilmiştir. Kızlar erkeklere göre tüm okuduğunu anlama ölçümlerinde daha üstün performans göstermiştir. Ayrıca okuma ortamı açısından bütün testlerde basılı okumayı tercih edenler lehine anlamlı farklılık bulunmuştur. Evinde kitaplık bulunan öğrencilerin olmayanlara göre yalnızca yeniden anlatma puanları anlamlı derecede yüksek bulunmuştur. Aylık daha fazla kitap okuyan öğrenciler yalnızca cümle doğrulama testinde yüksek performans elde etmiştir.

Keywords

Okuduğunu anlamayı değerlendirme cümle doğrulama testi boşluk tamamlama testi açık-uçlu sorular yeniden anlatma

Supporting Institution

TUBİTAK

Thanks

Bu araştırma 1919B012310953 Nolu 2209 A 2023 - 1 Üniversite Öğrencileri Araştırma Projeleri Destekleme Programı tarafından desteklenmiştir. Bize bu imkȃnı veren TÜBİTAK’a teşekkür ederiz.

References

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  • Akyol, H., Yıldırım, K., Ateş, S., Çetinkaya, Ç., & Rasinski, T. V. (2014). Okumayı değerlendirme. Ankara: Pegem Yayıncılık
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  • Aloqaili, A. S. (2012). The relationship between reading comprehension and critical thinking: A theoretical study. Journal of King Saud University-Languages and Translation, 24(1), 35-41. Doi:10.1016/j.jksult.2011.01.001
  • Altun, D., Tantekin Erden, F., & Snow, C. E. (2018). A multilevel analysis of home and classroom literacy environments in relation to preschoolers’ early literacy development. Psychology in the Schools, 55(9), 1098-1120. Doi:10.1002/pits.22153
  • Applegate, M. D., Quinn, K. B., & Applegate, A. J. (2002). Levels of thinking required by comprehension questions in informal reading inventories. The Reading Teacher, 56(2), 174-180.
  • Badger, E., & Thomas, B. (1992). Open-ended questions in reading. Practical Assessment, Research & Evaluation, 3(4), 03-12.
  • Brüggemann, T., Ludewig, U., Lorenz, R., & McElvany, N. (2023). Effects of mode and medium in reading comprehension tests on cognitive load. Computers & Education, 192, 104649. Doi:10.1016/j.compedu.2022.104649
  • Cain, K., & Oakhill, J. (2006). Assessment matters: Issues in the measurement of reading comprehension. British Journal of Educational Psychology, 76(4), 697-708. Doi:10.1348/000709905X69807
  • Calet, N., López‐Reyes, R., & Jiménez‐Fernández, G. (2020). Do reading comprehension assessment tests result in the same reading profile? A study of Spanish primary school children. Journal of Research in Reading, 43(1), 98-115. Doi:10.1111/1467-9817.12292
  • Cao, Y., & Kim, Y. G. (2021). Is retell a valid measure of reading comprehension?. Educational Research Review, 32, 100375. Doi:10.1016/j.edurev.2020.100375
  • Cicchetti, D. V. (1994). Guidelines, criteria, and rules of thumb for evaluating normed and standardized assessment instruments in psychology. Psychological Assessment, 6(4), 284-290. Doi:10.1037/1040-3590.6.4.284
  • Clinton, V. (2019). Reading from paper compared to screens: A systematic review and meta‐analysis. Journal of Research in Reading, 42(2), 288-325. Doi:10.1111/1467-9817.12269
  • Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education (6th ed.) New York, NY: Routledge Falmer.
  • Coles, M., & Hall, C. (2002). Gendered readings: Learning from children's reading choices. Journal of Research in Reading, 25(1), 96-108. Doi:10.1111/1467-9817.00161.
  • Collins, A. A., Compton, D. L., Lindstrom, ¨ E. R., & Gilbert, J. K. (2020). Performance variations across reading comprehension assessments: Examining the unique contributions of text, activity, and reader. Reading and Writing, 33(3), 605-634. Doi:10.1007/s11145-019-09972-5
  • Cutting, L. E., & Scarborough, H. S. (2006). Prediction of reading comprehension: Relative contributions of word recognition, language proficiency, and other cognitive skills can depend on how comprehension is measured. Scientific Studies of Reading, 10(3), 277-299. Doi:10.1207/s1532799xssr1003_5
  • Day, R. R., & Park, J. S. (2005). Developing reading comprehension questions. Reading in a Foreign Language, 17(1), 60-73.
  • De Jong, P. F., & Leseman, P. P. (2001). Lasting effects of home literacy on reading achievement in school. Journal of School Psychology, 39(5), 389-414. Doi:10.1016/S0022-4405(01)00080-2
  • Delgado, P., Vargas, C., Ackerman, R., & Salmerón, L. (2018). Don’t throw away your printed books: A meta-analysis on the effects of reading media on reading comprehension. Educational Research Review, 25, 23-38. Doi:10.1016/j.edurev.2018.09.003
  • Diehl, J. J., Bennetto, L., & Young, E. C. (2006). Story recall and narrative coherence of high-functioning children with autism spectrum disorders. Journal of Abnormal Child Psychology, 34(1), 87-102. Doi:10.1007/s10802-005-9003-x
  • Durkin, D. (1993). Teaching them to reading. Boston: Allyn &Bacon.
  • Ecalle, J., & Magnan, A. (2008). Relations between print exposure and literacy skills: New evidence from grade 1–5. British Journal of Developmental Psychology, 26(4), 525-544. Doi:10.1348/026151007X267959.
  • Fletcher, J. M. (2006). Measuring reading comprehension. Scientific Studies of Reading, 10(3), 323-330. Doi:10.1207/s1532799xssr1003_7
  • Francis, D. J., Fletcher, J. M., Catts, H. W., & Tomblin, J. B. (2005). Dimensions affecting the assessment of reading comprehension. In S. G. Paris & S. A. Stahl (Eds.), Children’s reading comprehension and assessment (pp. 369-394). Mahwah, NJ: Erlbaum.
  • Francis, D. J., Snow, C. E., August, D., Carlson, C. D., Miller, J., & Iglesias, A. (2006). Measures of reading comprehension: A latent variable analysis of the diagnostic assessment of reading comprehension. Scientific Studies of Reading, 10(3), 301-322. Doi:10.1207/s1532799xssr1003_6
  • Fuchs, L. S., Fuchs, D., & Maxwell, L. (1988). The validity of informal reading comprehension measures. Remedial and Special Education, 9(2), 20-28. Doi:10.1177/074193258800900206
  • Fraenkel, J., Wallen, N., & Hyun, H.H. (2012). How to design and evaluate research in education. Boston: McGraw Hill.
  • Furenes, M. I., Kucirkova, N., & Bus, A. G. (2021). A comparison of children’s reading on paper versus screen: A meta-analysis. Review of Educational Research, 91(4), 483-517. Doi:10.3102/0034654321998074
  • Gellert, A. S., & Elbro, C. (2013). Cloze tests may be quick, but are they dirty? Development and preliminary validation of a cloze test of reading comprehension. Journal of Psychoeducational Assessment, 31(1), 16-28. Doi:10.1177/0734282912451971
  • George D., & Mallery, P. (2003). SPSS for Windows step by step: A simple guide and reference. Boston: Allyn and Bacon.
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There are 75 citations in total.

Details

Primary Language Turkish
Subjects Turkish Education
Journal Section Articles
Authors

Mustafa Kocaarslan 0000-0003-3918-6589

Zehra Çelik 0009-0000-7842-4725

Kübra Nur Yıldırım 0009-0003-8031-2441

Early Pub Date October 29, 2024
Publication Date October 31, 2024
Submission Date July 5, 2024
Acceptance Date October 1, 2024
Published in Issue Year 2024Volume: 12 Issue: 4

Cite

APA Kocaarslan, M., Çelik, Z., & Yıldırım, K. N. (2024). İlkokul Dördüncü Sınıf Öğrencilerinin Okuduğunu Anlama Performanslarının Farklı Tekniklerle Karşılaştırılması. Ana Dili Eğitimi Dergisi, 12(4), 919-939. https://doi.org/10.16916/aded.1511386

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