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Araştırma Makalesi
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Scale for Children's Perceptions of the Right to Read (ÇOH): Validity and Reliability

Yıl 2025, Cilt: 13 Sayı: 2, 296 - 314, 30.04.2025

Fatma Kırmızı , Firdevs Güneş , İbrahim Halil Yurdakal , Nevin Akkaya , Bilge Bağcı Ayrancı , Ruhan Karadağ Yılmaz , Sabri Sidekli , Yasemin Kuşdemir , Duygu Çağ , Nurgül Ünlücömert , Ezgi İnal

https://doi.org/10.16916/aded.1565882

Öz

The aim of this research is to develop a measurement tool to evaluate children's perceptions of their rights to read. The research was conducted with primary and middle school students in the 2023-2024 academic year. Quantitative research method and accordingly scanning model were used in the study. "Easily accessible sampling", one of the non-probability sampling methods, was preferred in determining the sample. In this context, 814 samples were reached. According to the analysis, the KMO value was .948; Bartlett's test result was determined to be significant. According to EFA, the scale consisted of four sub-dimensions. In its final version, the scale included 32 items. The factor loading values of the items in the scale varied between 0.38 and 0.75. Among the fit values frequently used in CFA studies, RMSEA = .08, CFI= 0.901, GFI=0.929, NFI was determined as = 0.834. Cronbach's alpha value for the entire scale was 0.85.

Anahtar Kelimeler

Right to read primary school middle school student perception scale development

Proje Numarası

-

Kaynakça

  • Acar Güvendir, M. ve Özer Özkan, Y. (2015). Türkiye'deki eğitim alanında yayımlanan bilimsel dergilerde ölçek geliştirme ve uyarlama konulu makalelerin incelenmesi. Electronic Journal of Social Sciences, 14(52), 23-33.
  • Akyol, H. (1997). Okuma ve prensipleri. Çağdaş Eğitim, (233), 26-28.
  • Baltacı, A. (2018). Nitel araştırmalarda örnekleme yöntemleri ve örnek hacmi sorunsalı üzerine kavramsal bir inceleme. Bitlis Eren Üniversitesi Sosyal Bilimler Dergisi, 7(1), 231-274.
  • Bazen, A., Barg, F. K. ve Takeshita, J. (2021). Research techniques made simple: an introduction to qualitative research. Journal of Investigative Dermatology, 141(2), 241-247. https://doi.org/10.1016/j.jid.2020.11.029
  • Bearne, E. ve Hodges, G. C. (2000). Reading rights and responsibilities. In U J. Davison & J. Moss (Ed.), Issues in English teaching (pp. 8-22). New York: Routledge.
  • Bertea, E. ve Zait, A. (2013). Scale validity in exploratory stages of research. Management and marketing journal, 11(1), 38-46.
  • Bloomfield, J. ve Fisher, M. J. (2019). Quantitative research design. Journal of the Australasian Rehabilitation Nurses Association, 22(2), 27-30.
  • Çağlar, B. (2022). Çocuk edebiyatına sorun odaklı yaklaşım (Yayınlanmamış yüksek lisans tezi). Fatih Sultan Mehmet Vakıf Üniversitesi Lisansüstü Eğitim Enstitüsü, İstanbul.
  • Delgado-Rico, E., Carretero-Dios, H. ve Ruch, W. (2012). Content validity evidences in test development: An applied perspective. International Journal of Clinical and Health Psychology España, 12(3), 449-460. https://doi.org/10.5167/uzh-64551
  • DeVellis, R. F. ve Thorpe, C. T. (2021). Scale development: Theory and applications. California: Sage Publications.
  • Eisinga, R., Grotenhuis, M. T. ve Pelzer, B. (2013). The reliability of a two-item scale: Pearson, Cronbach, or Spearman-Brown? International Journal Of Public Health, 58, 637-642.
  • Epçaçan, C. (2018). Okuma ve anlama becerilerinin öğretim sürecine etkisi üzerine bir değerlendirme. Electronic Turkish Studies, 13(19), 615- 630.
  • Etikan, I., Musa, S. A. ve Alkassim, R. S. (2016). Comparison of convenience sampling and purposive sampling. American Journal of Theoretical And Applied Statistics, 5(1), 1-4. https://doi.org/10.11648/j.ajtas.20160501.11
  • Freire, P. (1983). The importance of the act of reading. Journal of Education, 165(1), 5-11. https://doi.org/10.1177/002205748316500103
  • International Reading Association (IRA) (2000). Making a difference means making it different: Honoring children's rights to excellent reading instruction. Michigan Reading Journal, 32(2), 3.
  • İnce Samur, A. (2014). Türkiye’deki ve dünyadaki çalışmaların tanıklığında “okuma kültürü”. HAYEF Journal of Education, 11 (2), 157-188.
  • Jamieson, L Berry, L. ve Lak, L. (2018). South African 2017 ChildGauge. Cape Town: University of Cape Town.
  • Jebb, A. T., Ng, V. ve Tay, L. (2021). A review of key likert scale development advances: 1995–2019. Frontiers in Psychology, 12, 1-14. https://doi.org/10.3389/fpsyg.2021.637547
  • Joshi, A., Kale, S., Chandel, S. & Pal, D. K. (2015). Likert scale: Explored and explained. British Journal of Applied Science & Technology, 7(4), 396-403. https://doi.org/10.9734/BJAST/2015/14975
  • Kalkavan-Aydın, Z. ve Rauch, D. (2023). Phonologische Bewusstheit als eine Facette von Sprachbewusstheit und deren Bedeutung für das Lesen. In Sprachbewusstheit: Perspektiven aus Forschung und Didaktik (pp. 115-140). Wiesbaden: Springer Fachmedien Wiesbaden.
  • Kartal, H. ve Beşer, R. (2023). İlkokul öğrencilerinin sevdikleri/sevmedikleri kitaplar ve bunları sevme/sevmeme nedenleri üzerine boylamsal bir araştırma. Okuma Yazma Eğitimi Araştırmaları, 11(1), 1-24. https://doi.org/10.35233/oyea.1116591
  • Kline, P. (1994). An easy guide to faktor analysis. London: Routledge.
  • Kurulgan, M. ve Çekerol, G. S. (2008). Öğrencilerin okuma ve kütüphane kullanma alışkanlıkları üzerine bir araştırma. Anadolu Üniversitesi Sosyal Bilimler Dergisi, 8(2), 237-258.
  • Lancaster, H. S., Li, J. ve Gray, S. (2021). Selective visual attention skills differentially predict decoding and reading comprehension performance across reading ability 85 profiles. Journal of Research in Reading, 44(3), 715-734. https://doi.org/10.1111/1467-9817.12368
  • Mann, S. J. (2000). The students' experience of reading. Higher Education, 39, 297–317 https://doi.org/10.1023/A:1003953002704
  • Mulalic, A. ve Cemanovic, N. (2014). Article Review: “Reading Rights and Responsibilities” by Eve Bearne and Gabrielle Cliff Hodges in the book Issues in English Teaching, edited by Jon Davison and John Moss (2000). Pinnacle Educational Research & Development, 2(7), 1-3.
  • Mundfrom, D. J., Shaw, D. G. ve Ke, T. L. (2005) Minimum sample size recommendations for conducting factor analyses, International Journal of Testing, 5(2), 159-168.
  • Napitupulu, D., Kadar, J. A. ve Jati, R. K. (2017). Validity testing of technology acceptance model based on factor analysis approach. Indonesian Journal of Electrical Engineering and Computer Science, 5(3), 697-704. https://doi.org/10.11591/ijeecs.v5.i3.pp697-704
  • Niklas, F., Wirth, A., Guffler, S., Drescher, N. ve Ehmig, S. C. (2020). The home literacy environment as a mediator between parental attitudes toward shared reading and children’s linguistic competencies. Frontiers in Psychology, 11, 1628.
  • Polit, D. F. ve Beck, C. T. (2006). The content validity index: are you sure you know what's being reported? Critique and recommendations. Research in Nursing & Health, 29(5), 489-497. https://doi.org/10.1002/nur.20147.
  • Özbay, M. ve Özdemir, B. (2012). Okuduğunu anlama sürecinde çıkarım yapma becerisinin işlevi/Function of the inference skills during the process of reading comprehension. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 9(18), 17-28.
  • Price, J. ve Kalil, A. (2019). The effect of mother–child reading time on children's reading skills: Evidence from natural within‐family variation. Child Development, 90(6), 688-702. https://doi.org/10.1111/cdev.13137
  • Pennington, M. C. ve Waxler, R. P. (2017). Why reading books still matters: The power of literature in digital times. UK: Routledge.
  • Ramos, A., Lazar, M., Holanda Filho, R. ve Rodrigues, J. J. (2017). Model-based quantitative network security metrics: A survey. IEEE Communications Surveys & Tutorials, 19(4), 2704-2734. 10.1109/COMST.2017.2745505
  • Raju, N. S. ve Guttman, I. (1965). A new working formula for the split-half reliability model. Educational and Psychological Measurement, 25(4), 963-967. https://doi.org/10.1177/001316446502500402
  • Robinson, O. C. (2014). Sampling in interview-based qualitative research: A theoretical and practical guide. Qualitative Research in Psychology, 11(1), 25-41. https://doi.org/10.1080/14780887.2013.801543
  • Röthlisberger, M., Schneider, H. ve Juska-Bacher, B. (2021). Lesen von Kindern mit Deutsch als Erst-und Zweitsprache–Wortschatz als limitierender Faktor. Zeitschrift für Grundschulforschung, 14(2), 259-374.
  • Salerno, M. (2006). Reading Is fundamental: Why the no child left behind act necessitates recognition of a fundamental right to education. Cardozo Pub. L. Pol'y & Ethics Journal, 5, 509.
  • Saracho, O. N. (2017). Parents’ shared storybook reading-learning to read. Early Child Development and Care, 187(3-4), 554-567. https://doi.org/10.1080/03004430.2016.1261514
  • Särndal, C. E., Swensson, B. ve Wretman, J. (2003). Model assisted survey sampling. New York: Springer Verlag.
  • Sivil Düşün (2023). Kütüp-Anne ile Çocuk Okurların Hakları. Erişim tarihi: 08 Haziran 2024. Erişim adresi: https://www.sivildusun.net/soz-devri-kutup-anne-cocuk-okurlarin-haklari/
  • Shrestha, N. (2021). Factor analysis as a tool for survey analysis. American Journal of Applied Mathematics and Statistics, 9(1), 4-11. https://doi.org/10.12691/ajams-9-1-2
  • Stanfield, G. M. (2008). Incentives: The effect on reading attitude and reading behaviors of third grade students. The Corinthian, 9(1),8.
  • Sun, H., Ng, S. C. ve Peh, A. (2023). Shared book reading and children’s social-emotional learning in Asian schools. In Positive psychology and positive education in Asia: Understanding and fostering well-being in schools (pp. 293-309). Singapore: Springer Nature Singapore.
  • Şahin, M. G. ve Öztürk, N. B. (2018). Eğitim alanında ölçek geliştirme süreci: Bir içerik analizi çalışması. Kastamonu Eğitim Dergisi, 26(1), 191-199.
  • Thao, N. T. P., Van Tan, N. ve Tuyet, M. T. A. (2022). KMO and Bartlett's test for components of workers' working motivation and loyalty at enterprises in dong nai province of Vietnam. International Transaction Journal of Engineering, Management, & Applied Sciences & Technologies, 13(10), 1-13.
  • Trudell, B. (2019). Reading in the classroom and society: An examination of “reading culture” in African contexts. International Review of Education, 65(3), 427-442.
  • UNICEF (2024, June). Convention on the Rights of the Child text. Erişim tarihi: 3 Haziran 2024. Erişim adresi: https://www.unicef.org/media/52626/file
  • Vernon, M. D. (2016). Backwardness in reading. Cambridge: Cambridge University Press.
  • Wang, J. (2022, March). A study on nationwide reading development in learning cities against the background of lifelong education. In 7th International Conference on Economy, Management, Law and Education (EMLE 2021) (pp. 437-442). Netherlands: Atlantis Press.
  • Warrens, M. J. (2015). Some relationships between Cronbach’s alpha and the Spearman-Brown formula. Journal of Classification, 32, 127-137.
  • Watson, R. (2015). Quantitative research. Nursing Standard, 29(31), 44-48. https://doi.org/10.7748/ns.29.31.44.e8681
  • Webber, C., Wilkinson, K., Andries, V. ve McGeown, S. (2022). A reflective account of using child‐led interviews as a means to promote discussions about reading. Literacy, 56(2), 120-129.

Çocukların Okuma Hakkına İlişkin Algıları Ölçeği (ÇOH): Geçerlik ve Güvenirlik Çalışması

Yıl 2025, Cilt: 13 Sayı: 2, 296 - 314, 30.04.2025

Fatma Kırmızı , Firdevs Güneş , İbrahim Halil Yurdakal , Nevin Akkaya , Bilge Bağcı Ayrancı , Ruhan Karadağ Yılmaz , Sabri Sidekli , Yasemin Kuşdemir , Duygu Çağ , Nurgül Ünlücömert , Ezgi İnal

https://doi.org/10.16916/aded.1565882

Öz

Bu araştırmanın amacı çocukların okuma hakkına ilişkin algılarını değerlendirmeye yönelik bir ölçme aracı geliştirmektir. Araştırma ilkokul ve ortaokul öğrencileri ile 2023-2024 eğitim öğretim yılı içerinde gerçekleştirilmiştir. Çalışmada nicel araştırma yöntemi ve tarama araştırma kullanılmıştır. Öncelikle 55 yargı ifadesi ile madde havuzu oluşturulmuştur. Maddelerin kapsam geçerliliğini sağlamak için alanında uzman sekiz öğretim elemanına, 2 sınıf öğretmenine ve 2 Türkçe öğretmenine ulaşılmıştır. Yapılan değerlendirmeler doğrultusunda bazı maddeler elenmiş kalan 39 maddeye 5’li Likert eklenmiş ve aday ölçek ortaya çıkarılmıştır. Örneklemin belirlenmesinde olasılığa dayalı olmayan örneklem yöntemlerinden “kolay ulaşılabilir örnekleme” tercih edilmiştir. Bu kapsamda 814 örnekleme ulaşılmıştır. Yapılan analizlere göre KMO değerinin .948; Bartlett’s testi sonucunun ise anlamlı olduğu belirlenmiştir. AFA’ya göre ölçek dört alt boyuttan oluşmaktadır. Ölçekte 32 madde yer almaktadır. Ölçekte yer alan maddelerin faktör yük değerleri 0.38 ve 0.75 arasında değişmektedir. DFA çalışmasında sıklıkla kullanılan uyum değerlerinden, RMSEA = .08; CFI= 0.901; GFI=0.929; NFI= 0.834 şeklinde belirlenmiştir. Ölçeğin tümü için Cronbach’s alpha değeri ise 0.85’tir. Bu çalışmada geçerli ve güvenilir bir ölçek geliştirilmiştir.

Anahtar Kelimeler

Okuma hakkı ilkokul ortaokul öğrenci algı ölçek geliştirme

Etik Beyan

ETİK KURUL KARARI EKTEDİR

Destekleyen Kurum

-

Proje Numarası

-

Teşekkür

-

Kaynakça

  • Acar Güvendir, M. ve Özer Özkan, Y. (2015). Türkiye'deki eğitim alanında yayımlanan bilimsel dergilerde ölçek geliştirme ve uyarlama konulu makalelerin incelenmesi. Electronic Journal of Social Sciences, 14(52), 23-33.
  • Akyol, H. (1997). Okuma ve prensipleri. Çağdaş Eğitim, (233), 26-28.
  • Baltacı, A. (2018). Nitel araştırmalarda örnekleme yöntemleri ve örnek hacmi sorunsalı üzerine kavramsal bir inceleme. Bitlis Eren Üniversitesi Sosyal Bilimler Dergisi, 7(1), 231-274.
  • Bazen, A., Barg, F. K. ve Takeshita, J. (2021). Research techniques made simple: an introduction to qualitative research. Journal of Investigative Dermatology, 141(2), 241-247. https://doi.org/10.1016/j.jid.2020.11.029
  • Bearne, E. ve Hodges, G. C. (2000). Reading rights and responsibilities. In U J. Davison & J. Moss (Ed.), Issues in English teaching (pp. 8-22). New York: Routledge.
  • Bertea, E. ve Zait, A. (2013). Scale validity in exploratory stages of research. Management and marketing journal, 11(1), 38-46.
  • Bloomfield, J. ve Fisher, M. J. (2019). Quantitative research design. Journal of the Australasian Rehabilitation Nurses Association, 22(2), 27-30.
  • Çağlar, B. (2022). Çocuk edebiyatına sorun odaklı yaklaşım (Yayınlanmamış yüksek lisans tezi). Fatih Sultan Mehmet Vakıf Üniversitesi Lisansüstü Eğitim Enstitüsü, İstanbul.
  • Delgado-Rico, E., Carretero-Dios, H. ve Ruch, W. (2012). Content validity evidences in test development: An applied perspective. International Journal of Clinical and Health Psychology España, 12(3), 449-460. https://doi.org/10.5167/uzh-64551
  • DeVellis, R. F. ve Thorpe, C. T. (2021). Scale development: Theory and applications. California: Sage Publications.
  • Eisinga, R., Grotenhuis, M. T. ve Pelzer, B. (2013). The reliability of a two-item scale: Pearson, Cronbach, or Spearman-Brown? International Journal Of Public Health, 58, 637-642.
  • Epçaçan, C. (2018). Okuma ve anlama becerilerinin öğretim sürecine etkisi üzerine bir değerlendirme. Electronic Turkish Studies, 13(19), 615- 630.
  • Etikan, I., Musa, S. A. ve Alkassim, R. S. (2016). Comparison of convenience sampling and purposive sampling. American Journal of Theoretical And Applied Statistics, 5(1), 1-4. https://doi.org/10.11648/j.ajtas.20160501.11
  • Freire, P. (1983). The importance of the act of reading. Journal of Education, 165(1), 5-11. https://doi.org/10.1177/002205748316500103
  • International Reading Association (IRA) (2000). Making a difference means making it different: Honoring children's rights to excellent reading instruction. Michigan Reading Journal, 32(2), 3.
  • İnce Samur, A. (2014). Türkiye’deki ve dünyadaki çalışmaların tanıklığında “okuma kültürü”. HAYEF Journal of Education, 11 (2), 157-188.
  • Jamieson, L Berry, L. ve Lak, L. (2018). South African 2017 ChildGauge. Cape Town: University of Cape Town.
  • Jebb, A. T., Ng, V. ve Tay, L. (2021). A review of key likert scale development advances: 1995–2019. Frontiers in Psychology, 12, 1-14. https://doi.org/10.3389/fpsyg.2021.637547
  • Joshi, A., Kale, S., Chandel, S. & Pal, D. K. (2015). Likert scale: Explored and explained. British Journal of Applied Science & Technology, 7(4), 396-403. https://doi.org/10.9734/BJAST/2015/14975
  • Kalkavan-Aydın, Z. ve Rauch, D. (2023). Phonologische Bewusstheit als eine Facette von Sprachbewusstheit und deren Bedeutung für das Lesen. In Sprachbewusstheit: Perspektiven aus Forschung und Didaktik (pp. 115-140). Wiesbaden: Springer Fachmedien Wiesbaden.
  • Kartal, H. ve Beşer, R. (2023). İlkokul öğrencilerinin sevdikleri/sevmedikleri kitaplar ve bunları sevme/sevmeme nedenleri üzerine boylamsal bir araştırma. Okuma Yazma Eğitimi Araştırmaları, 11(1), 1-24. https://doi.org/10.35233/oyea.1116591
  • Kline, P. (1994). An easy guide to faktor analysis. London: Routledge.
  • Kurulgan, M. ve Çekerol, G. S. (2008). Öğrencilerin okuma ve kütüphane kullanma alışkanlıkları üzerine bir araştırma. Anadolu Üniversitesi Sosyal Bilimler Dergisi, 8(2), 237-258.
  • Lancaster, H. S., Li, J. ve Gray, S. (2021). Selective visual attention skills differentially predict decoding and reading comprehension performance across reading ability 85 profiles. Journal of Research in Reading, 44(3), 715-734. https://doi.org/10.1111/1467-9817.12368
  • Mann, S. J. (2000). The students' experience of reading. Higher Education, 39, 297–317 https://doi.org/10.1023/A:1003953002704
  • Mulalic, A. ve Cemanovic, N. (2014). Article Review: “Reading Rights and Responsibilities” by Eve Bearne and Gabrielle Cliff Hodges in the book Issues in English Teaching, edited by Jon Davison and John Moss (2000). Pinnacle Educational Research & Development, 2(7), 1-3.
  • Mundfrom, D. J., Shaw, D. G. ve Ke, T. L. (2005) Minimum sample size recommendations for conducting factor analyses, International Journal of Testing, 5(2), 159-168.
  • Napitupulu, D., Kadar, J. A. ve Jati, R. K. (2017). Validity testing of technology acceptance model based on factor analysis approach. Indonesian Journal of Electrical Engineering and Computer Science, 5(3), 697-704. https://doi.org/10.11591/ijeecs.v5.i3.pp697-704
  • Niklas, F., Wirth, A., Guffler, S., Drescher, N. ve Ehmig, S. C. (2020). The home literacy environment as a mediator between parental attitudes toward shared reading and children’s linguistic competencies. Frontiers in Psychology, 11, 1628.
  • Polit, D. F. ve Beck, C. T. (2006). The content validity index: are you sure you know what's being reported? Critique and recommendations. Research in Nursing & Health, 29(5), 489-497. https://doi.org/10.1002/nur.20147.
  • Özbay, M. ve Özdemir, B. (2012). Okuduğunu anlama sürecinde çıkarım yapma becerisinin işlevi/Function of the inference skills during the process of reading comprehension. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 9(18), 17-28.
  • Price, J. ve Kalil, A. (2019). The effect of mother–child reading time on children's reading skills: Evidence from natural within‐family variation. Child Development, 90(6), 688-702. https://doi.org/10.1111/cdev.13137
  • Pennington, M. C. ve Waxler, R. P. (2017). Why reading books still matters: The power of literature in digital times. UK: Routledge.
  • Ramos, A., Lazar, M., Holanda Filho, R. ve Rodrigues, J. J. (2017). Model-based quantitative network security metrics: A survey. IEEE Communications Surveys & Tutorials, 19(4), 2704-2734. 10.1109/COMST.2017.2745505
  • Raju, N. S. ve Guttman, I. (1965). A new working formula for the split-half reliability model. Educational and Psychological Measurement, 25(4), 963-967. https://doi.org/10.1177/001316446502500402
  • Robinson, O. C. (2014). Sampling in interview-based qualitative research: A theoretical and practical guide. Qualitative Research in Psychology, 11(1), 25-41. https://doi.org/10.1080/14780887.2013.801543
  • Röthlisberger, M., Schneider, H. ve Juska-Bacher, B. (2021). Lesen von Kindern mit Deutsch als Erst-und Zweitsprache–Wortschatz als limitierender Faktor. Zeitschrift für Grundschulforschung, 14(2), 259-374.
  • Salerno, M. (2006). Reading Is fundamental: Why the no child left behind act necessitates recognition of a fundamental right to education. Cardozo Pub. L. Pol'y & Ethics Journal, 5, 509.
  • Saracho, O. N. (2017). Parents’ shared storybook reading-learning to read. Early Child Development and Care, 187(3-4), 554-567. https://doi.org/10.1080/03004430.2016.1261514
  • Särndal, C. E., Swensson, B. ve Wretman, J. (2003). Model assisted survey sampling. New York: Springer Verlag.
  • Sivil Düşün (2023). Kütüp-Anne ile Çocuk Okurların Hakları. Erişim tarihi: 08 Haziran 2024. Erişim adresi: https://www.sivildusun.net/soz-devri-kutup-anne-cocuk-okurlarin-haklari/
  • Shrestha, N. (2021). Factor analysis as a tool for survey analysis. American Journal of Applied Mathematics and Statistics, 9(1), 4-11. https://doi.org/10.12691/ajams-9-1-2
  • Stanfield, G. M. (2008). Incentives: The effect on reading attitude and reading behaviors of third grade students. The Corinthian, 9(1),8.
  • Sun, H., Ng, S. C. ve Peh, A. (2023). Shared book reading and children’s social-emotional learning in Asian schools. In Positive psychology and positive education in Asia: Understanding and fostering well-being in schools (pp. 293-309). Singapore: Springer Nature Singapore.
  • Şahin, M. G. ve Öztürk, N. B. (2018). Eğitim alanında ölçek geliştirme süreci: Bir içerik analizi çalışması. Kastamonu Eğitim Dergisi, 26(1), 191-199.
  • Thao, N. T. P., Van Tan, N. ve Tuyet, M. T. A. (2022). KMO and Bartlett's test for components of workers' working motivation and loyalty at enterprises in dong nai province of Vietnam. International Transaction Journal of Engineering, Management, & Applied Sciences & Technologies, 13(10), 1-13.
  • Trudell, B. (2019). Reading in the classroom and society: An examination of “reading culture” in African contexts. International Review of Education, 65(3), 427-442.
  • UNICEF (2024, June). Convention on the Rights of the Child text. Erişim tarihi: 3 Haziran 2024. Erişim adresi: https://www.unicef.org/media/52626/file
  • Vernon, M. D. (2016). Backwardness in reading. Cambridge: Cambridge University Press.
  • Wang, J. (2022, March). A study on nationwide reading development in learning cities against the background of lifelong education. In 7th International Conference on Economy, Management, Law and Education (EMLE 2021) (pp. 437-442). Netherlands: Atlantis Press.
  • Warrens, M. J. (2015). Some relationships between Cronbach’s alpha and the Spearman-Brown formula. Journal of Classification, 32, 127-137.
  • Watson, R. (2015). Quantitative research. Nursing Standard, 29(31), 44-48. https://doi.org/10.7748/ns.29.31.44.e8681
  • Webber, C., Wilkinson, K., Andries, V. ve McGeown, S. (2022). A reflective account of using child‐led interviews as a means to promote discussions about reading. Literacy, 56(2), 120-129.
Toplam 53 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Türkçe Eğitimi
Bölüm Makaleler
Yazarlar

Fatma Kırmızı 0000-0002-0426-1908

Firdevs Güneş 0000-0002-9449-8617

İbrahim Halil Yurdakal 0000-0002-6333-5911

Nevin Akkaya 0000-0001-7222-4562

Bilge Bağcı Ayrancı 0000-0002-9889-2777

Ruhan Karadağ Yılmaz 0000-0003-3254-8890

Sabri Sidekli 0000-0003-3202-6451

Yasemin Kuşdemir 0000-0002-8687-3229

Duygu Çağ 0000-0002-3360-6776

Nurgül Ünlücömert 0009-0007-3432-8177

Ezgi İnal 0000-0002-1573-9401

Proje Numarası -
Yayımlanma Tarihi 30 Nisan 2025
Gönderilme Tarihi 12 Ekim 2024
Kabul Tarihi 12 Şubat 2025
Yayımlandığı Sayı Yıl 2025 Cilt: 13 Sayı: 2

Kaynak Göster

APA Kırmızı, F., Güneş, F., Yurdakal, İ. H., … Akkaya, N. (2025). Çocukların Okuma Hakkına İlişkin Algıları Ölçeği (ÇOH): Geçerlik ve Güvenirlik Çalışması. Ana Dili Eğitimi Dergisi, 13(2), 296-314. https://doi.org/10.16916/aded.1565882

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Ana Dili Eğitimi Dergisi Creative Commons Alıntı-Gayriticari 4.0 Uluslararası Lisansı ile lisanslanmıştır.