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Adaptation of the Reading Maturity Survey for College Level Students to Turkish: Instrument and Construct Validation Study

Yıl 2023, Cilt: 13 Sayı: 1, 83 - 93, 05.06.2023
https://doi.org/10.2399/yod.23.1239680

Öz

This study aims to adapt the Reading Maturity Survey (RMS) developed by Thomas, Yao, Katherine, and Kreiner (2018) into Turkish to determine the reading maturity level of university students. The study group of the research consisted of 734 students studying at the university level. In the first phase of the adaptation study, three experts working in the Department of English Language Teaching and a total of 126 university students with sufficient command of both languages were worked with, and language validity practices were completed. After the Turkish language validity was established, Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) were performed to determine the scale’s construct validity. To determine the reliability of the items in the scale, the Cronbach α internal reliability coefficients were calculated. To determine the distinctiveness of the items, the item-total correlations were calculated, and the significance of the difference between the item scores of the upper 27% and lower 27% groups determined according to the total score was determined by the t-test. The study’s findings show that the Turkish version of the RMS is a valid and reliable measurement tool to determine the reading maturity levels of Turkish university students.

Kaynakça

  • Akkuş, A., & Doymuş, K. (2022). Effect of subject jigsaw and reading writing presentation techniques on academic achievement of 6th grade science students’ academic success in matter and heat unit. Journal of Turkish Science Education, 19(2), 496-510.
  • Alexander, P. A., & Fox, E. (2013). Historical perspectives on reading research and practice, redux. In D. E. Alvermann, N. J. Unrau, & R. B. Ruddell (Eds.), Theoretical models and processes of reading (6th ed., pp.3–46). Newark, DE: International Reading Association.
  • Anderson, R. C., Hiebert, E. H., Scoth, J. A., & Wilkinson, I. A. (1985). Becoming a nation of readers: The report of the commission on reading. Washington: U.S. Department of Education.
  • Barton, P. E., & Jenkins, L. (1995). Literacy and dependency: The literacy skills of welfare recipients in the United States. Princeton: Educational Testing Service.
  • Bayat, N., Şekercioğlu, G., & Bakir, S. (2014). The relationship between reading comprehension and success in science. Egitim ve Bilim, 39(176), 457-466.
  • Brown, T. A. (2015). Confirmatory factor analysis for applied research. London: Guilford.
  • Byrne, B. M. (2016). Structural equation modeling with AMOS: Basic concepts, applications, and programming. London: Routledge.
  • Chall, J. S. (1983). Stages of reading development. New York: McGraw-Hill.
  • Clinton, V. (2019). Reading from paper compared to screens: A systematic review and meta‐analysis. Journal of Research in Reading, 42(2), 288-325.
  • Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education. London: Routledge.
  • Collier, J. E. (2020). Applied structural equation modelling using AMOS: Basic to advanced techniques. Routledge: London.
  • Comrey, A. L., & Lee, H. B. (1992). A first course in factor analysis. New York: Lawrence Erlbaum.
  • Conradi, K., Jang, B. G., & McKenna, M. C. (2014). Motivation terminology in reading research: A conceptual review. Educational psychology review, 26(1), 127-164.
  • Cooper, B. R., Moore, J. E., Powers, C. J., Cleveland, M., & Greenberg, M. T. (2014). Patterns of early reading and social skills associated with academic success in elementary school. Early Education and Development, 25(8), 1248-1264.
  • Çokluk, Ö., Şekercioğlu, G., & Büyüköztürk, Ş. (2018). Sosyal bilimler için çok değişkenli istatistik: SPSS ve LISREL uygulamaları. Ankara: Pegem Akademi.
  • Cirino, P. T., Child, A. E., & Macdonald, K. T. (2018). Longitudinal predictors of the overlap between reading and math skills. Contemporary Educational Psychology, 54, 99-111.
  • 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.
  • Deno, S. L., Mirkin, P., & Marston, D. (1980). Relationships among simple measures of written expression and performance on standardized achievement tests (Rep. No. 22).Minneapolis: University of Minnesota Institute for Research on Learning Disabilities.
  • Fabrigar, L. R., Wegener, D. T., MacCallum, R. C., & Strahan, E. J. (1999). Evaluating the use of exploratory factor analysis in psychological research. Psychological Methods, 4(3), 272-299.
  • Feller, D. P., Magliano, J., Sabatini, J., O’Reilly, T., & Kopatich, R. D. (2020). Relations between component reading skills, inferences, and comprehension performance in community college readers. Discourse Processes, 57(5-6), 473-490.
  • Field, A. (2018). Discovering statistics using IBM SPSS statistics. Sage.
  • Fisher, D., Frey, N., & Nelson, J. (2012). Literacy achievement through sustained professional development. Reading Teacher, 65(8), 551-563. https://doi.org/10.1002/TRTR.01082
  • Fornell, C., & Larcker, D. F. (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of Marketing Research, 18(1), 39-50.
  • Gana, K., & Broc, G. (2019). Structural equation modeling with lavaan. New Jersey: Wiley.
  • Geisler, C. (1994). Academic literacy and the nature of expertise: Reading, writing, and knowing in academic philosophy. Hillsdale: Lawrence Erlbaum.
  • Gray, W. S (1951a). Promoting growth toward maturity in interpreting what is read. Proceedings of the Annual Conference on Reading Held at the University of Chicago, Volume XIII. Supplementary Educational Monographs Published in Conjunction with the School Review and the Elementary School Journal, Number 74, November 1951, University of Chicago Press, Chicago.
  • Gray, W. S. (1951b). Foundation stones in the road to better reading. The Elementary School Journal, 51(8),427–435. http://www.jstor.org/stable/998470
  • Gray, W. S., & Rogers, B. (1956). Maturity in reading: Its nature and appraisal. Chicago, IL: University of Chicago Press.
  • Grimm, R. P., Solari, E. J., McIntyre, N. S., & Denton, C. A. (2018). Early reading skill profiles in typically developing and at-risk first grade readers to inform targeted early reading instruction. Journal of School Psychology, 69, 111-126.
  • Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2014). Multivariate data analysis. London: Pearson.
  • Hall, L. A. (2010). The negative consequences of becoming a good reader: Identity theory as a lens for understanding struggling readers, teachers, and reading instruction. Teachers College Record, 112(7), 1792-1829.
  • Hargie, O. (2021). Skilled interpersonal communication: Research, theory and practice. London: Routledge.
  • Harrington, D. (2009). Confirmatory factor analysis. Oxford: Oxford Universtiy Press.
  • Howard, M. C. (2016). A review of exploratory factor analysis decisions and overview of current practices: What we are doing and how can we improve? International Journal of Human-Computer Interaction, 32(1), 51-62.
  • Hu, L.-t., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1-55.
  • Kaiser, H. F., & Rice, J. (1974). Little Jiffy, Mark IV. Educational and Psychological Measurement, 34(1), 111-117.
  • Kim, Y. S. G. (2015). Developmental, component‐based model of reading fluency: An investigation of predictors of word‐reading fluency, text‐reading fluency, and reading comprehension. Reading research quarterly, 50(4), 459-481.
  • Kline, R. B. (2016). Principles and practice of structural equation modelling. London: Guilford.
  • Kotaman, H. (2020). Impacts of dialogical storybook reading on young children’s reading attitudes and vocabulary development. Reading Improvement, 57(1), 40-45.
  • Lance, C. E., Butts, M. M., & Michels, L. C. (2006). The sources of four commonly reported cutoff criteria: What did they really say? Organizational Research Methods, 9(2), 202-220.
  • Lamb, S. J., & Gregory, A. H. (1993). The relationship between music and reading in beginning readers. Educational psychology, 13(1), 19-27.
  • Leppänen, U., Aunola, K., & Nurmi, J. E. (2005). Beginning readers' reading performance and reading habits. Journal of Research in Reading, 28(4), 383-399.
  • Manzo, A. V., & Casale, U. P. (1981). A multivariate analysis of principle and trace elements in mature reading comprehension. In G. H. McNinch (Ed.), Comprehension: Process and product. Erişim adresi: https://www.americanreadingforum.org/_files/ugd/c10ff9_c16b4d7c10774247968018abac1061bf.pdf (15 Ocak 2023)
  • Manzo, A. V., & Casale, U. P. (1983a). Description and factor analysis of a broad spectrum battery for assessing "progress toward reading maturity." In G. H. McNinch (Ed.), Reading research to reading practice. Erişim adresi: https://www.americanreadingforum.org/_files/ugd/c10ff9_11ba99bcaea44106ae35950c855a2648.pdf (15 Ocak 2023)
  • Manzo, A. V., & Casale, U. P. (1983b). A preliminary description and factor analysis of a broad spectrum battery for assessing "progress toward reading maturity." Reading Psychology, 4(2),181–191. 10.1080/0270271830040209
  • Manzo, A. V., & Manzo, U. C. (1993). Literacy disorders: Holistic diagnosis and remediation. Fort Worth: Harcourt Brace Jovanovich.
  • McBreen, M., & Savage, R. (2022). The impact of a cognitive and motivational reading intervention on the reading achievement and motivation of students at-risk for reading difficulties. Learning Disability Quarterly, 45(3), 199-211.
  • MEB. (2019a). PISA 2018 Türkiye ön raporu. Erişim adresi: http://www.meb.gov.tr/meb_iys_dosyalar/2019_12/03105347_PISA_2018_Turkiye_On_Raporu.pdf (15 Ocak 2023)
  • MEB. (2019b). Türkçe-matematik-fen bilimleri öğrenci başarı izleme araştırması (TMF-ÖBA)- 1:2019, 4. sınıf düzeyi (Rapor no:9). Ankara: MEB Yayınları.
  • OECD (2016). PISA 2015 Assessment and analytical framework: Science, reading, mathematic and financial literacy. Paris: OECD Publishing.
  • PIRLS, (2021). Progress in ınternational reading literacy study 2021. Erişim adresi: https://www.iea.nl/studies/iea/pirls/2021 (15 Ocak 2023)
  • Pituch, K. A., & Stevens, J. P. (2016). Applied multivariate statistics for the social sciences: Analyses with SAS and IBM'S SPSS. Routledge.
  • Reed, D. K., Petscher, Y., & Truckenmiller, A. J. (2017). The contribution of general reading ability to science achievement. Reading Research Quarterly, 52(2), 253-266. https://doi.org/10.1002/rrq.158
  • Reilly, D., Neumann, D. L., & Andrews, G. (2019). Gender differences in reading and writing achievement: Evidence from the National Assessment of Educational Progress (NAEP). American Psychologist, 74(4), 445–458. https://doi.org/10.1037/amp0000356
  • Ritchie, S. J., Luciano, M., Hansell, N. K., Wright, M. J., & Bates, T. C. (2013). The relationship of reading ability to creativity: Positive, not negative associations. Learning and Individual Differences, 26, 171-176.
  • Schreiber, J. B., Nora, A., Stage, F. K., Barlow, E. A., & King, J. (2006). Reporting structural equation modeling and confirmatory factor analysis results: A review. The Journal of Educational Research, 99(6), 323-338.
  • Seban, D., & Tavşanlı, Ö. F. (2015). Children’s sense of being a writer: identity construction in second grade writers workshop. International Electronic Journal of Elementary Education, 7(2), 215-232.
  • Seçer, İ. (2015). Psikolojik test geliştirme ve uyarlama süreci: SPSS ve LISREL uygulamaları. Ankara: Anı.
  • Sikora, J., Evans, M. D., & Kelley, J. (2019). Scholarly culture: How books in adolescence enhance adult literacy, numeracy and technology skills in 31 societies. Social science research, 77, 1-15.
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Üniversite Öğrencileri için Okuma Olgunluğu Ölçeğinin Türkçeye Uyarlanması: Geçerlik ve Güvenirlik Çalışması

Yıl 2023, Cilt: 13 Sayı: 1, 83 - 93, 05.06.2023
https://doi.org/10.2399/yod.23.1239680

Öz

Bu çalışmanın amacı, üniversite öğrencilerinin okuma olgunluğu düzeyini belirleyebilmek için Thomas, Yao, Katherine ve Kreiner (2018) tarafından geliştirilen Okuma Olgunluğu Ölçeği’ni (OOÖ) Türkçeye uyarlamaktır. Araştırmanın çalışma grubunu üniversite düzeyinde öğrenim görmekte olan 734 öğrenci oluşturmuştur. Uyarlama çalışmasının ilk aşamasında İngilizce öğretmenliği bölümünde görev yapan üç uzman ve her iki dile yeterli düzeyde hâkim olan toplam 126 üniversite öğrencisiyle birlikte çalışılarak dil geçerliğine ilişkin uygulamalar tamamlanmıştır. Türkçe dil geçerliğinin sağlanmasının ardından ölçeğin yapı geçerliğinin belirlenmesi amacıyla Açımlayıcı Faktör Analizi (AFA) ve Doğrulayıcı Faktör Analizleri (DFA) gerçekleştirilmiştir. Ölçekte yer alan maddelerin güvenilirliklerini belirlemek amacıyla Cronbach α iç güvenilirlik katsayıları hesaplanmıştır. Maddelerin ayırt ediciliklerini belirlemek amacıyla ise madde-toplam korelâsyonları hesaplanmış ve toplam puana göre belirlenmiş üst % 27 ve alt % 27’lik grupların madde puanları arasındaki farkın anlamlılığı t-testi ile belirlenmiştir. Araştırmanın bulguları OOÖ’nün Türkçe formunun Türk üniversite öğrencilerinin okuma olgunluğu düzeylerini belirlemek için geçerli ve güvenilir bir ölçme aracı olduğunu göstermektedir.

Kaynakça

  • Akkuş, A., & Doymuş, K. (2022). Effect of subject jigsaw and reading writing presentation techniques on academic achievement of 6th grade science students’ academic success in matter and heat unit. Journal of Turkish Science Education, 19(2), 496-510.
  • Alexander, P. A., & Fox, E. (2013). Historical perspectives on reading research and practice, redux. In D. E. Alvermann, N. J. Unrau, & R. B. Ruddell (Eds.), Theoretical models and processes of reading (6th ed., pp.3–46). Newark, DE: International Reading Association.
  • Anderson, R. C., Hiebert, E. H., Scoth, J. A., & Wilkinson, I. A. (1985). Becoming a nation of readers: The report of the commission on reading. Washington: U.S. Department of Education.
  • Barton, P. E., & Jenkins, L. (1995). Literacy and dependency: The literacy skills of welfare recipients in the United States. Princeton: Educational Testing Service.
  • Bayat, N., Şekercioğlu, G., & Bakir, S. (2014). The relationship between reading comprehension and success in science. Egitim ve Bilim, 39(176), 457-466.
  • Brown, T. A. (2015). Confirmatory factor analysis for applied research. London: Guilford.
  • Byrne, B. M. (2016). Structural equation modeling with AMOS: Basic concepts, applications, and programming. London: Routledge.
  • Chall, J. S. (1983). Stages of reading development. New York: McGraw-Hill.
  • Clinton, V. (2019). Reading from paper compared to screens: A systematic review and meta‐analysis. Journal of Research in Reading, 42(2), 288-325.
  • Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education. London: Routledge.
  • Collier, J. E. (2020). Applied structural equation modelling using AMOS: Basic to advanced techniques. Routledge: London.
  • Comrey, A. L., & Lee, H. B. (1992). A first course in factor analysis. New York: Lawrence Erlbaum.
  • Conradi, K., Jang, B. G., & McKenna, M. C. (2014). Motivation terminology in reading research: A conceptual review. Educational psychology review, 26(1), 127-164.
  • Cooper, B. R., Moore, J. E., Powers, C. J., Cleveland, M., & Greenberg, M. T. (2014). Patterns of early reading and social skills associated with academic success in elementary school. Early Education and Development, 25(8), 1248-1264.
  • Çokluk, Ö., Şekercioğlu, G., & Büyüköztürk, Ş. (2018). Sosyal bilimler için çok değişkenli istatistik: SPSS ve LISREL uygulamaları. Ankara: Pegem Akademi.
  • Cirino, P. T., Child, A. E., & Macdonald, K. T. (2018). Longitudinal predictors of the overlap between reading and math skills. Contemporary Educational Psychology, 54, 99-111.
  • 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.
  • Deno, S. L., Mirkin, P., & Marston, D. (1980). Relationships among simple measures of written expression and performance on standardized achievement tests (Rep. No. 22).Minneapolis: University of Minnesota Institute for Research on Learning Disabilities.
  • Fabrigar, L. R., Wegener, D. T., MacCallum, R. C., & Strahan, E. J. (1999). Evaluating the use of exploratory factor analysis in psychological research. Psychological Methods, 4(3), 272-299.
  • Feller, D. P., Magliano, J., Sabatini, J., O’Reilly, T., & Kopatich, R. D. (2020). Relations between component reading skills, inferences, and comprehension performance in community college readers. Discourse Processes, 57(5-6), 473-490.
  • Field, A. (2018). Discovering statistics using IBM SPSS statistics. Sage.
  • Fisher, D., Frey, N., & Nelson, J. (2012). Literacy achievement through sustained professional development. Reading Teacher, 65(8), 551-563. https://doi.org/10.1002/TRTR.01082
  • Fornell, C., & Larcker, D. F. (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of Marketing Research, 18(1), 39-50.
  • Gana, K., & Broc, G. (2019). Structural equation modeling with lavaan. New Jersey: Wiley.
  • Geisler, C. (1994). Academic literacy and the nature of expertise: Reading, writing, and knowing in academic philosophy. Hillsdale: Lawrence Erlbaum.
  • Gray, W. S (1951a). Promoting growth toward maturity in interpreting what is read. Proceedings of the Annual Conference on Reading Held at the University of Chicago, Volume XIII. Supplementary Educational Monographs Published in Conjunction with the School Review and the Elementary School Journal, Number 74, November 1951, University of Chicago Press, Chicago.
  • Gray, W. S. (1951b). Foundation stones in the road to better reading. The Elementary School Journal, 51(8),427–435. http://www.jstor.org/stable/998470
  • Gray, W. S., & Rogers, B. (1956). Maturity in reading: Its nature and appraisal. Chicago, IL: University of Chicago Press.
  • Grimm, R. P., Solari, E. J., McIntyre, N. S., & Denton, C. A. (2018). Early reading skill profiles in typically developing and at-risk first grade readers to inform targeted early reading instruction. Journal of School Psychology, 69, 111-126.
  • Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2014). Multivariate data analysis. London: Pearson.
  • Hall, L. A. (2010). The negative consequences of becoming a good reader: Identity theory as a lens for understanding struggling readers, teachers, and reading instruction. Teachers College Record, 112(7), 1792-1829.
  • Hargie, O. (2021). Skilled interpersonal communication: Research, theory and practice. London: Routledge.
  • Harrington, D. (2009). Confirmatory factor analysis. Oxford: Oxford Universtiy Press.
  • Howard, M. C. (2016). A review of exploratory factor analysis decisions and overview of current practices: What we are doing and how can we improve? International Journal of Human-Computer Interaction, 32(1), 51-62.
  • Hu, L.-t., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1-55.
  • Kaiser, H. F., & Rice, J. (1974). Little Jiffy, Mark IV. Educational and Psychological Measurement, 34(1), 111-117.
  • Kim, Y. S. G. (2015). Developmental, component‐based model of reading fluency: An investigation of predictors of word‐reading fluency, text‐reading fluency, and reading comprehension. Reading research quarterly, 50(4), 459-481.
  • Kline, R. B. (2016). Principles and practice of structural equation modelling. London: Guilford.
  • Kotaman, H. (2020). Impacts of dialogical storybook reading on young children’s reading attitudes and vocabulary development. Reading Improvement, 57(1), 40-45.
  • Lance, C. E., Butts, M. M., & Michels, L. C. (2006). The sources of four commonly reported cutoff criteria: What did they really say? Organizational Research Methods, 9(2), 202-220.
  • Lamb, S. J., & Gregory, A. H. (1993). The relationship between music and reading in beginning readers. Educational psychology, 13(1), 19-27.
  • Leppänen, U., Aunola, K., & Nurmi, J. E. (2005). Beginning readers' reading performance and reading habits. Journal of Research in Reading, 28(4), 383-399.
  • Manzo, A. V., & Casale, U. P. (1981). A multivariate analysis of principle and trace elements in mature reading comprehension. In G. H. McNinch (Ed.), Comprehension: Process and product. Erişim adresi: https://www.americanreadingforum.org/_files/ugd/c10ff9_c16b4d7c10774247968018abac1061bf.pdf (15 Ocak 2023)
  • Manzo, A. V., & Casale, U. P. (1983a). Description and factor analysis of a broad spectrum battery for assessing "progress toward reading maturity." In G. H. McNinch (Ed.), Reading research to reading practice. Erişim adresi: https://www.americanreadingforum.org/_files/ugd/c10ff9_11ba99bcaea44106ae35950c855a2648.pdf (15 Ocak 2023)
  • Manzo, A. V., & Casale, U. P. (1983b). A preliminary description and factor analysis of a broad spectrum battery for assessing "progress toward reading maturity." Reading Psychology, 4(2),181–191. 10.1080/0270271830040209
  • Manzo, A. V., & Manzo, U. C. (1993). Literacy disorders: Holistic diagnosis and remediation. Fort Worth: Harcourt Brace Jovanovich.
  • McBreen, M., & Savage, R. (2022). The impact of a cognitive and motivational reading intervention on the reading achievement and motivation of students at-risk for reading difficulties. Learning Disability Quarterly, 45(3), 199-211.
  • MEB. (2019a). PISA 2018 Türkiye ön raporu. Erişim adresi: http://www.meb.gov.tr/meb_iys_dosyalar/2019_12/03105347_PISA_2018_Turkiye_On_Raporu.pdf (15 Ocak 2023)
  • MEB. (2019b). Türkçe-matematik-fen bilimleri öğrenci başarı izleme araştırması (TMF-ÖBA)- 1:2019, 4. sınıf düzeyi (Rapor no:9). Ankara: MEB Yayınları.
  • OECD (2016). PISA 2015 Assessment and analytical framework: Science, reading, mathematic and financial literacy. Paris: OECD Publishing.
  • PIRLS, (2021). Progress in ınternational reading literacy study 2021. Erişim adresi: https://www.iea.nl/studies/iea/pirls/2021 (15 Ocak 2023)
  • Pituch, K. A., & Stevens, J. P. (2016). Applied multivariate statistics for the social sciences: Analyses with SAS and IBM'S SPSS. Routledge.
  • Reed, D. K., Petscher, Y., & Truckenmiller, A. J. (2017). The contribution of general reading ability to science achievement. Reading Research Quarterly, 52(2), 253-266. https://doi.org/10.1002/rrq.158
  • Reilly, D., Neumann, D. L., & Andrews, G. (2019). Gender differences in reading and writing achievement: Evidence from the National Assessment of Educational Progress (NAEP). American Psychologist, 74(4), 445–458. https://doi.org/10.1037/amp0000356
  • Ritchie, S. J., Luciano, M., Hansell, N. K., Wright, M. J., & Bates, T. C. (2013). The relationship of reading ability to creativity: Positive, not negative associations. Learning and Individual Differences, 26, 171-176.
  • Schreiber, J. B., Nora, A., Stage, F. K., Barlow, E. A., & King, J. (2006). Reporting structural equation modeling and confirmatory factor analysis results: A review. The Journal of Educational Research, 99(6), 323-338.
  • Seban, D., & Tavşanlı, Ö. F. (2015). Children’s sense of being a writer: identity construction in second grade writers workshop. International Electronic Journal of Elementary Education, 7(2), 215-232.
  • Seçer, İ. (2015). Psikolojik test geliştirme ve uyarlama süreci: SPSS ve LISREL uygulamaları. Ankara: Anı.
  • Sikora, J., Evans, M. D., & Kelley, J. (2019). Scholarly culture: How books in adolescence enhance adult literacy, numeracy and technology skills in 31 societies. Social science research, 77, 1-15.
  • Slavin, R. E., Cheung, A., Groff, C., & Lake, C. (2008). Effective reading programs for middle and high schools: A best-evidence synthesis. Reading Research Quarterly, 43(3), 290-322. https://doi.org/10.1598/RRQ.43.3.4
  • Smith, C. M. (1996). Differences in adults’ reading practices and literacy proficiencies. Reading Research Quarterly, 31(2),196–219. doi:10.1598/RRQ.31.2.5
  • Suggate, S., Pufke, E., & Stoeger, H. (2018). Do fine motor skills contribute to early reading development?. Journal of Research in Reading, 41(1), 1-19.
  • Tabachnick, B. G., & Fidell, L. S. (2013). Using multivariate statistics. Boston: Pearson.
  • Tavşanlı, Ö. F., & Kaldırım, A. (2017). Examining the reading habits, interests, tendencies of the students studying at the faculty of education and analyzing the underlying reason behind their preferences. European Journal of Educational Research, 6(2), 145-156.
  • Tavşanlı, Ö. F., & Kaldirim, A. (2018). Perceptions about Literacy in Primary School Student Drawings. Journal of Education and Future, (14), 87-105.
  • Tavşanlı, Ö. F., Kaldirim, A., & Gedikli, T. E. (2021). Enhancing Permanence for Vocabulary Learning on 2nd Grade Students in Turkey through Music. GIST Education and Learning Research Journal, 22, 51-73.
  • Tavşanlı, Ö.F. (2021). Okuma becerileri. Ormancı Ü. & Çepni, H. (Ed.), Kuramdan Uygulamaya 21. Yüzyıl Becerileri ve Öğretimi içinde (s. 58-59). Ankara: Nobel Akademi Yayıncılık.
  • Thomas, M. M. (2013). Looking ahead with hope: Reviving the reading maturity construct as social science for adolescent and adult readers. Reading Horizons, 52(2),142–162.
  • Thomas, M., Yao, Y., Landau Wright, K., & Kreiner, D. (2018). The reading maturity survey: Steps toward instrument and construct validation with college level readers. Reading Psychology, 729-761.
  • Uğur, S. & Tavşanlı, Ö.F. (2022). Öğretmen rolüyle etkileşimli okuma uygulamalarının dördüncü sınıf öğrencilerinin okuduğunu anlama başarısına etkisi. Türk Eğitim Bilimleri Dergisi, 20(2), 655-678.
  • Van den Heuvel-Panhuizen, M., Elia, I., & Robitzsch, A. (2016). Effects of reading picture books on kindergartners’ mathematics performance. Educational psychology, 36(2), 323-346.
  • Veeravagu, J. V. J., Muthusamy, C., Marimuthu, R., & Michael, A. S. (2010). Using Bloom’s taxonomy to gauge students’ reading comprehension performance. Canadian Social Science, 6(3), 205-212.
  • Yıldırım, K., & Rasinski, T. (2014). Reading fluency beyond English: Investigations into reading fluency in Turkish elementary students. International Electronic Journal of Elementary Education, 7(1), 97-106.
  • West, S. G., Taylor, A. B., & Wu, W. (2012). Model fit and model selection in structural equation modeling. In R. H. Hoyle (Ed.), Handbook of structural equation modeling (pp. 209-231). London: Guilford.
Toplam 74 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Eğitim Üzerine Çalışmalar
Bölüm Araştırma Makalesi
Yazarlar

Abdullah Kaldırım 0000-0003-0582-4159

Ömer Faruk Tavşanlı 0000-0003-1366-1679

Erken Görünüm Tarihi 1 Haziran 2023
Yayımlanma Tarihi 5 Haziran 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 13 Sayı: 1

Kaynak Göster

APA Kaldırım, A., & Tavşanlı, Ö. F. (2023). Üniversite Öğrencileri için Okuma Olgunluğu Ölçeğinin Türkçeye Uyarlanması: Geçerlik ve Güvenirlik Çalışması. Yükseköğretim Dergisi, 13(1), 83-93. https://doi.org/10.2399/yod.23.1239680

Yükseköğretim Dergisi, bünyesinde yayınlanan yazıların fikirlerine resmen katılmaz, basılı ve çevrimiçi sürümlerinde yayınladığı hiçbir ürün veya servis reklamı için güvence vermez. Yayınlanan yazıların bilimsel ve yasal sorumlulukları yazarlarına aittir. Yazılarla birlikte gönderilen resim, şekil, tablo vb. unsurların özgün olması ya da daha önce yayınlanmış iseler derginin hem basılı hem de elektronik sürümünde yayınlanabilmesi için telif hakkı sahibinin yazılı onayının bulunması gerekir. Yazarlar yazılarının bütün yayın haklarını derginin yayıncısı Türkiye Bilimler Akademisi'ne (TÜBA) devrettiklerini kabul ederler. Yayınlanan içeriğin (yazı ve görsel unsurlar) telif hakları dergiye ait olur. Dergide yayınlanması uygun görülen yazılar için telif ya da başka adlar altında hiçbir ücret ödenmez ve baskı masrafı alınmaz; ancak ayrı baskı talepleri ücret karşılığı yerine getirilir.

TÜBA, yazarlardan devraldığı ve derginin çevrimiçi (online) sürümünde yayımladığı içerikle ilgili telif haklarından, bilimsel içeriğe evrensel açık erişimin (open access) desteklenmesi ve geliştirilmesine katkıda bulunmak amacıyla, bilinen standartlarda kaynak olarak gösterilmesi koşuluyla, ticari kullanım amacı ve içerik değişikliği dışında kalan tüm kullanım (çevrimiçi bağlantı verme, kopyalama, baskı alma, herhangi bir fiziksel ortamda çoğaltma ve dağıtma vb.) haklarını (ilgili içerikte tersi belirtilmediği sürece) Creative Commons Attribution-NonCommercial-NoDerivs 4.0 Unported (CC BY-NC-ND4.0) Lisansı aracılığıyla bedelsiz kullanıma sunmaktadır. İçeriğin ticari amaçlı kullanımı için TÜBA'dan yazılı izin alınması gereklidir.