Research Article
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Year 2023, Volume: 7 Issue: 3, 609 - 627, 30.07.2023

Nurhan Aktaş Ebru Ergül

https://doi.org/10.34056/aujef.1255258

Abstract

Keywords

Reader self-perception reading comprehension primary school students Okur benlik algısı okuduğunu anlama ilkokul öğrencileri

References

  • Adams, M. J. (1990). Beginning to read: Thinking and learning about print. Cambridge, MIT Press.
  • Akyol, H. (2019). Türkçe öğretim yöntemleri [Turkish instraction methods]. Ankara: Pegem.
  • Altunkaya, H. (2018). Correlation between the reader self-efficacy perceptions of 8th grade students and their reading comprehension skills, Journal of Mother Tongue Education, 6(1), 202-219. https://doi.org/10.16916/aded.368192
  • Baker, L., & Wigfield, A. (1999). Dimensions of children’s motivation for reading and their relations to reading achievement. Reading Research Quarterly, 34, 452-477. http://www.jstor.org/stable/748216.
  • Baki, Y. (2020). The effect of 8th graders’ reading motivation on their motivation to write. International Online Journal of Educational Sciences, 12(2), 302-323. https://iojes.net/?mod=makale_tr_ozet&makale_id=42539
  • Balcı. A., Uyar. Y., & Büyükikiz, K. K. (2012). The examination of reading habits, frequency to use library and attitudes towards reading of 6th grade primary school students. Turkish Studies, 7 (4), 965-985. Doi: 10.7827/turkishstudies.3795
  • Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice-Hall.
  • Bandura, A. (1989). Human agency in social cognitive theory. American Psychologist, 44(9), 1175-1184. https://doi.org/10.1037/0003-066X.44.9.1175
  • Bailey, J. M. (2009). Reading poetry for improved adolescent oral fluency, comprehension, and self-perception. (Unpublished Master’s Thesis). Wichita State University. http://hdl.handle.net/10057/2439
  • Baştuğ, M., & Çelik, T. (2015). An examination of secondary school students’ levels of reader self-perception in terms of gender, grade, reading environmentand frequency. International Journal of Human Sciences, 12(1), 903-919. Doi: 10.14687/ijhs.v12i1.3120
  • Bozkurt, M., & Memiş, A. (2013). The relationship between 5th grade elementary school students' metacognitive reading comprehension awareness, reading motivation and reading level. Ahi Evran University Journal of Kirsehir Education Faculty, 14(3), 147-160. Retrieved from https://dergipark.org.tr/tr/pub/kefad/issue/59470/854574
  • Byrne, B. M. (1986). Self-concept/academic achievement relations: An investigation of dimensionality, stability and causality. Canadian Journal of Behavioural Science, 18, 173-186. https://doi.org/10.1037/h0079982
  • Büyüköztürk, Ş. (2012). Sosyal bilimler için veri analizi el kitabı: istatistik, araştırma deseni spss uygulamaları ve yorum [Data analysis handbook for social sciences: statistics, research design SPSS applications and interpretation]. Ankara: Pegem.
  • Chapman, J. W., & Tunmer, W. E. (1995). Development of young children’s reading self-concepts: An examination of emerging subcomponents and their relationship with reading achievement. Journal of Educational Psychology, 87, 154-167. https://doi.org/10.1037/0022-0663.87.1.154
  • Conlon, E. G., Zimmer-Gembeck, M. J., Creed, P. A., & Tucker, M. (2006). Family history, self-perceptions, attitudes and cognitive abilities associated with early adolescent reading skills. Journal of Research in Reading, 29(1), 11-32. https://doi.org/10.1111/j.1467-9817.2006.00290.x
  • Courtenay-Brown, L. E. (1992). A study of the realtionships among self-concept, reading attitudeand reading comprehension in second grade readers. (Unpublished master’s thesis). Memorial University, Canada. http://research.library.mun.ca/id/eprint/5066
  • Creswell, J. W. (2003). Research design: Qualitative, quantitative, and mixed methods approaches (2. Edition.). CA: Sage.
  • De Naeghel, J., van Keer, H., Vansteenkiste, M., & Rosseel, Y. (2012). The relation between elementary students' recreational and academic reading motivation, reading frequency, engagement, and comprehension: A self-determination theory perspective. Journal of Educational Psychology, 104(4), 1006-1021. https://doi.org/10.1037/a0027800
  • Dikmen, N., & Kartal, H. (2019). Improving children’s reading skills, motivation, and attitudes by works based on story poems. Research in Reading & Writing Instruction, 9(1), 45-66. Doi: 10.35233/oyea.890859
  • Esmer, B. (2019). Direct and inferential relations among reading comprehension, silent and oral reading fluency, reading self-concept, reading engagement and response to picturebooks. (Doctoral thesis). Gazi University, Ankara. https://acikbilim.yok.gov.tr/handle/20.500.12812/349626
  • Ghonsooly, B., & Elahi, M. (2010). Learners’ self-efficacy in reading and its relation to foreign language reading anxiety and reading achievement. Journal of English Language Teaching and Learning, 53(217), 45-67. https://www.sid.ir/FileServer/JE/1323201021703.pdf
  • Guthrie, J. T., & Wigfield, A. (2000). Engagement and motivation in reading. In M. L. Kamil, P. B. Mosenthal, P. D. Pearson, & R. Barr (Eds.), Handbook of reading research, (pp. 403–422). New York: Lawrence Erlbaum Associates Publ.
  • Hamzadayı, E., & Batmaz, Ö. (2022). A review of factors affecting reading comprehension, Ege Journal of Education, 23(2), 190- 209. https://doi.org/10.12984/egeefd.1105439
  • Henk, W. A., & Melnick, S. A. (1992). The initial development of a scale to measure perception of self as reader. In C. Kinzer and D. Leu (Eds.), Literacy research, theory, and practice: Views from many perspectives (pp. 111-117). Chicago.
  • Henk, W. A., & Melnick, S. A. (1995). The reader self-perception scale (RSPS): A new tool for measuring how children feel about themselves as readers. The Reading Teacher, 48(6), 470-482. http://www.jstor.org/stable/20201471.
  • Henk, W. A., Marinak, B. A., & Melnick, S. (2012). Measuring the reader self-perceptions of adolescents: introducing the RSPS2. Journal of Adolescent & Adult Literacy, 56(4), 311-320. https://doi.org/10.1002/JAAL.00144
  • İleri-Aydemir, Z., & Öztürk, E. (2013). Reading motivation scale for texts: A validity and reliability study. Elementary Education Online, 12(1), 66‐76. https://dergipark.org.tr/tr/download/article-file/90510
  • İnnalı, H. Ö., & Aydın, S. İ. (2014). A study on 8 th graders' reading self-efficacy in terms of some variables. Turkish Studies, 9(9), 651-682. http://dx.doi.org/10.7827/TurkishStudies.7132
  • Karakoç-Öztürk, B. (2015). A study on reading self-efficacy of secondary school students: Adana city example. Adiyaman University Journal of Social Sciences 8(21), 908-936. https://doi.org/10.14520/adyusbd.23976
  • Karatay, H. (2011). Okuma eğitimi kuram ve uygulama [Reading education theory and practice]. Ankara: Berikan Publ.
  • Katzir, T., Lesaux, N. K., & Kim, Y. S. (2009). The role of reading self-concept and home literacy practices in fourth grade reading comprehension. Reading and Writing, 22(3), 261-276. https://doi.org/10.1007/s11145-007-9112-8
  • Kızgın, A., & Baştuğ, M. (2020). Predicting Level of Reading Motivation and Reading Comprehension Skill on Academic Success. Journal of Language Education and Research, 6(2), 601-612. Doi: 10.31464/jlere.767022
  • Koca, C. (2020). Examining the relations between reader self-perception, reading motivation, and reading comprehension skills of 4th grade primary school students. (Unpublished master’s thesis). Düzce University, Sakarya.
  • Kush, J.C., & Watkins, M.W. (1996). Long-term stability of children’s attitudes toward reading. Journal of Educational Research,89(5), 315–319. https://doi.org/10.1080/00220671.1996.9941333
  • Kwon, H., & Linderholm, T. (2014). Effects of self-perception of reading skill on absolute accuracy of metacomprehension judgements. Current Psychology: A Journal for Diverse Perspectives on Diverse Psychological Issues, 33(1), 73-88. https://doi.org/10.1007/s12144-013-9198-x
  • Meece, J. L., Glienke, B. B., & Burg, S. (2006). Gender and motivation. Journal of School Psychology,44(5), 351-373. https://doi.org/10.1016/j.jsp.2006.04.004
  • McKenna, M.C., Kear, D.J., & Ellsworth, R.A. (1995). Children’s attitudes toward reading: A national survey. Reading Research Quarterly, 30(4), 934–956. https://doi.org/10.2307/748205
  • Mullis, I. V. S., Martin, M. O., Kennedy, A. M., & Foy, P. (2007). PIRLS 2006 international report. https://timssandpirls.bc.edu/PDF/PIRLS2006_international_report.pdf
  • Patton, M. Q. (2014). Qualitative research & evaluation methods: ıntegrating theory and practice (4. Edition). CA:Sage Publ.
  • Phillips, J. (2002). A study of the relationships among grade fours' reader sell-perceptions, reading ability, parental self-efficacy, parental role construction, child development beliefs, and gender. (Unpublished master’s thesis). Memorial University, Canada.
  • Sağırlı, M., & Okur, B. (2017). The analysis of fourth grade primary students' reader self-perceptions in terms of gender and preschool educational background. Journal of Education and Training Studies, 5(2), 71-78. Doi:10.11114/jets.v5i2.2062
  • Sainsbury, M., & Schagen, I. (2004). Attitudes to reading at ages nine and eleven. Journal of Research in Reading, 27(4), 373-386. Doi: 10.1111/j.1467-9817.2004.00240.x
  • Smith, J. K., Smith, L.F., Gilmore, A., & Jameson, M. (2012). Students’ self-perception of reading ability, enjoyment of reading achievement. Learning and Individual Differences, 22(2), 202-206. https://doi.org/10.1016/j.lindif.2011.04.010
  • Solheim, O. J. (2011). The impact of reading self-efficacy and task value on reading comprehension scores in different item formats. Reading Psychology, 32, 1-27. Doi: 10.1080/02702710903256601
  • Schunk, D.H. (1991). Self-efficacy and academic motivation. Educational Psychologist, 26(3-4), 207-231. https://doi.org/10.1207/s15326985ep2603&4_2
  • Tabachnick, B. G., & Fidell, L. S. (2015). Çok değişkenli istatistiklerin kullanımı [Using multivariate statistics] (M. Baloğlu, Trans.). Ankara: Nobel.
  • Türk Eğitim Derneği-MEM [Turkish Education Association] (2020). PISA’da okuma performansı ve öğrencilerin okul yaşamı [Reading performance and students' school life in PISA]. Retrieved from https://tedmem.org/vurus/pisada-okuma-performansi-ogrencilerin-okul-yasami
  • Ülper, H., Yaylı, D., & Karakaya, İ. (2013). Developing the reader self-efficacy scale, Ahi Evran University Journal of Kirsehir Education Faculty, 14(1), 85-100. https://dergipark.org.tr/en/pub/kefad/issue/59473/854634
  • Ünal, M. (2012). The effect of 6th grade students’ reading attitudes upon reading comprehension. (Unpublished master’s thesis). Ondokuz Mayıs University, Samsun.
  • Ürün-Karahan, B., & Taşdan, M. (2016). The correlation of attitudes and motivations of 5th and 6th grade students toward reading with the skills of reading comprehension. International Journal of Turkish Literature, Culture and Education 5(2), 949-969. Doi: 10.7884/teke.596
  • Wang, J. H., & Guthrie, J. T. (2004). Modeling the effects of intrinsic motivation, extrinsic motivation, amount of reading, and past reading achievement on text comprehension between U.S. and Chinese students. Reading Research Quarterly, 39(2), 162-186. https://doi.org/10.1598/RRQ.39.2.2
  • Wigfield, A. & Guthrie, J.T. (1997). Relations of Children’s Motivation For Reading to The Amount and Breadth of Their Reading. Journal of Educational Psychology, 89(3), 420- 432. https://doi.org/10.1037/0022-0663.89.3.420
  • Yaylı, D., & Duru, E. (2008). The adaptation of the reader self-perception scale to the 4th and 5th grades Turkish students. Eurasian Journal of Educational Research, 33, 193-210. https://ejer.com.tr/wp-content/uploads/2021/01/ejer_2008_issue_33.pdf#page=196
  • Yıldız, M. (2013). A study on the reading motivation of elementary 3rd, 4th, and 5th grade students. Education and Science, 38(168), 260-271. http://egitimvebilim.ted.org.tr/index.php/EB/article/view/1574/594
  • Yıldız, M., & Bulut, A. (2016). Reading self-perception scale: Validity and reliability study. International Journal of Eurasia Social Sciences, 7 (22), 311-326. Doi: 10.35826/ijoess.412.
  • Yurtbakan, E., Erdoğan, Ö., & Erdoğan, T. (2020). Impact of dialogic reading on reading motivation. Education and Science, 46(206).161-180. Doi: 10.15390/EB.2020.9258
  • Zimmerman, B. J., & Ringle, J. (1981). Effects of model persistence and statements of confidence on children's self-efficacy and problem solving. Journal of Educational Psychology, 73(4), 485-493. https://doi.org/10.1037/0022-0663.73.4.485

Year 2023, Volume: 7 Issue: 3, 609 - 627, 30.07.2023

Nurhan Aktaş Ebru Ergül

https://doi.org/10.34056/aujef.1255258

Abstract

Keywords

Reader self-perception reading comprehension primary school students Okur benlik algısı okuduğunu anlama ilkokul öğrencileri

References

  • Adams, M. J. (1990). Beginning to read: Thinking and learning about print. Cambridge, MIT Press.
  • Akyol, H. (2019). Türkçe öğretim yöntemleri [Turkish instraction methods]. Ankara: Pegem.
  • Altunkaya, H. (2018). Correlation between the reader self-efficacy perceptions of 8th grade students and their reading comprehension skills, Journal of Mother Tongue Education, 6(1), 202-219. https://doi.org/10.16916/aded.368192
  • Baker, L., & Wigfield, A. (1999). Dimensions of children’s motivation for reading and their relations to reading achievement. Reading Research Quarterly, 34, 452-477. http://www.jstor.org/stable/748216.
  • Baki, Y. (2020). The effect of 8th graders’ reading motivation on their motivation to write. International Online Journal of Educational Sciences, 12(2), 302-323. https://iojes.net/?mod=makale_tr_ozet&makale_id=42539
  • Balcı. A., Uyar. Y., & Büyükikiz, K. K. (2012). The examination of reading habits, frequency to use library and attitudes towards reading of 6th grade primary school students. Turkish Studies, 7 (4), 965-985. Doi: 10.7827/turkishstudies.3795
  • Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice-Hall.
  • Bandura, A. (1989). Human agency in social cognitive theory. American Psychologist, 44(9), 1175-1184. https://doi.org/10.1037/0003-066X.44.9.1175
  • Bailey, J. M. (2009). Reading poetry for improved adolescent oral fluency, comprehension, and self-perception. (Unpublished Master’s Thesis). Wichita State University. http://hdl.handle.net/10057/2439
  • Baştuğ, M., & Çelik, T. (2015). An examination of secondary school students’ levels of reader self-perception in terms of gender, grade, reading environmentand frequency. International Journal of Human Sciences, 12(1), 903-919. Doi: 10.14687/ijhs.v12i1.3120
  • Bozkurt, M., & Memiş, A. (2013). The relationship between 5th grade elementary school students' metacognitive reading comprehension awareness, reading motivation and reading level. Ahi Evran University Journal of Kirsehir Education Faculty, 14(3), 147-160. Retrieved from https://dergipark.org.tr/tr/pub/kefad/issue/59470/854574
  • Byrne, B. M. (1986). Self-concept/academic achievement relations: An investigation of dimensionality, stability and causality. Canadian Journal of Behavioural Science, 18, 173-186. https://doi.org/10.1037/h0079982
  • Büyüköztürk, Ş. (2012). Sosyal bilimler için veri analizi el kitabı: istatistik, araştırma deseni spss uygulamaları ve yorum [Data analysis handbook for social sciences: statistics, research design SPSS applications and interpretation]. Ankara: Pegem.
  • Chapman, J. W., & Tunmer, W. E. (1995). Development of young children’s reading self-concepts: An examination of emerging subcomponents and their relationship with reading achievement. Journal of Educational Psychology, 87, 154-167. https://doi.org/10.1037/0022-0663.87.1.154
  • Conlon, E. G., Zimmer-Gembeck, M. J., Creed, P. A., & Tucker, M. (2006). Family history, self-perceptions, attitudes and cognitive abilities associated with early adolescent reading skills. Journal of Research in Reading, 29(1), 11-32. https://doi.org/10.1111/j.1467-9817.2006.00290.x
  • Courtenay-Brown, L. E. (1992). A study of the realtionships among self-concept, reading attitudeand reading comprehension in second grade readers. (Unpublished master’s thesis). Memorial University, Canada. http://research.library.mun.ca/id/eprint/5066
  • Creswell, J. W. (2003). Research design: Qualitative, quantitative, and mixed methods approaches (2. Edition.). CA: Sage.
  • De Naeghel, J., van Keer, H., Vansteenkiste, M., & Rosseel, Y. (2012). The relation between elementary students' recreational and academic reading motivation, reading frequency, engagement, and comprehension: A self-determination theory perspective. Journal of Educational Psychology, 104(4), 1006-1021. https://doi.org/10.1037/a0027800
  • Dikmen, N., & Kartal, H. (2019). Improving children’s reading skills, motivation, and attitudes by works based on story poems. Research in Reading & Writing Instruction, 9(1), 45-66. Doi: 10.35233/oyea.890859
  • Esmer, B. (2019). Direct and inferential relations among reading comprehension, silent and oral reading fluency, reading self-concept, reading engagement and response to picturebooks. (Doctoral thesis). Gazi University, Ankara. https://acikbilim.yok.gov.tr/handle/20.500.12812/349626
  • Ghonsooly, B., & Elahi, M. (2010). Learners’ self-efficacy in reading and its relation to foreign language reading anxiety and reading achievement. Journal of English Language Teaching and Learning, 53(217), 45-67. https://www.sid.ir/FileServer/JE/1323201021703.pdf
  • Guthrie, J. T., & Wigfield, A. (2000). Engagement and motivation in reading. In M. L. Kamil, P. B. Mosenthal, P. D. Pearson, & R. Barr (Eds.), Handbook of reading research, (pp. 403–422). New York: Lawrence Erlbaum Associates Publ.
  • Hamzadayı, E., & Batmaz, Ö. (2022). A review of factors affecting reading comprehension, Ege Journal of Education, 23(2), 190- 209. https://doi.org/10.12984/egeefd.1105439
  • Henk, W. A., & Melnick, S. A. (1992). The initial development of a scale to measure perception of self as reader. In C. Kinzer and D. Leu (Eds.), Literacy research, theory, and practice: Views from many perspectives (pp. 111-117). Chicago.
  • Henk, W. A., & Melnick, S. A. (1995). The reader self-perception scale (RSPS): A new tool for measuring how children feel about themselves as readers. The Reading Teacher, 48(6), 470-482. http://www.jstor.org/stable/20201471.
  • Henk, W. A., Marinak, B. A., & Melnick, S. (2012). Measuring the reader self-perceptions of adolescents: introducing the RSPS2. Journal of Adolescent & Adult Literacy, 56(4), 311-320. https://doi.org/10.1002/JAAL.00144
  • İleri-Aydemir, Z., & Öztürk, E. (2013). Reading motivation scale for texts: A validity and reliability study. Elementary Education Online, 12(1), 66‐76. https://dergipark.org.tr/tr/download/article-file/90510
  • İnnalı, H. Ö., & Aydın, S. İ. (2014). A study on 8 th graders' reading self-efficacy in terms of some variables. Turkish Studies, 9(9), 651-682. http://dx.doi.org/10.7827/TurkishStudies.7132
  • Karakoç-Öztürk, B. (2015). A study on reading self-efficacy of secondary school students: Adana city example. Adiyaman University Journal of Social Sciences 8(21), 908-936. https://doi.org/10.14520/adyusbd.23976
  • Karatay, H. (2011). Okuma eğitimi kuram ve uygulama [Reading education theory and practice]. Ankara: Berikan Publ.
  • Katzir, T., Lesaux, N. K., & Kim, Y. S. (2009). The role of reading self-concept and home literacy practices in fourth grade reading comprehension. Reading and Writing, 22(3), 261-276. https://doi.org/10.1007/s11145-007-9112-8
  • Kızgın, A., & Baştuğ, M. (2020). Predicting Level of Reading Motivation and Reading Comprehension Skill on Academic Success. Journal of Language Education and Research, 6(2), 601-612. Doi: 10.31464/jlere.767022
  • Koca, C. (2020). Examining the relations between reader self-perception, reading motivation, and reading comprehension skills of 4th grade primary school students. (Unpublished master’s thesis). Düzce University, Sakarya.
  • Kush, J.C., & Watkins, M.W. (1996). Long-term stability of children’s attitudes toward reading. Journal of Educational Research,89(5), 315–319. https://doi.org/10.1080/00220671.1996.9941333
  • Kwon, H., & Linderholm, T. (2014). Effects of self-perception of reading skill on absolute accuracy of metacomprehension judgements. Current Psychology: A Journal for Diverse Perspectives on Diverse Psychological Issues, 33(1), 73-88. https://doi.org/10.1007/s12144-013-9198-x
  • Meece, J. L., Glienke, B. B., & Burg, S. (2006). Gender and motivation. Journal of School Psychology,44(5), 351-373. https://doi.org/10.1016/j.jsp.2006.04.004
  • McKenna, M.C., Kear, D.J., & Ellsworth, R.A. (1995). Children’s attitudes toward reading: A national survey. Reading Research Quarterly, 30(4), 934–956. https://doi.org/10.2307/748205
  • Mullis, I. V. S., Martin, M. O., Kennedy, A. M., & Foy, P. (2007). PIRLS 2006 international report. https://timssandpirls.bc.edu/PDF/PIRLS2006_international_report.pdf
  • Patton, M. Q. (2014). Qualitative research & evaluation methods: ıntegrating theory and practice (4. Edition). CA:Sage Publ.
  • Phillips, J. (2002). A study of the relationships among grade fours' reader sell-perceptions, reading ability, parental self-efficacy, parental role construction, child development beliefs, and gender. (Unpublished master’s thesis). Memorial University, Canada.
  • Sağırlı, M., & Okur, B. (2017). The analysis of fourth grade primary students' reader self-perceptions in terms of gender and preschool educational background. Journal of Education and Training Studies, 5(2), 71-78. Doi:10.11114/jets.v5i2.2062
  • Sainsbury, M., & Schagen, I. (2004). Attitudes to reading at ages nine and eleven. Journal of Research in Reading, 27(4), 373-386. Doi: 10.1111/j.1467-9817.2004.00240.x
  • Smith, J. K., Smith, L.F., Gilmore, A., & Jameson, M. (2012). Students’ self-perception of reading ability, enjoyment of reading achievement. Learning and Individual Differences, 22(2), 202-206. https://doi.org/10.1016/j.lindif.2011.04.010
  • Solheim, O. J. (2011). The impact of reading self-efficacy and task value on reading comprehension scores in different item formats. Reading Psychology, 32, 1-27. Doi: 10.1080/02702710903256601
  • Schunk, D.H. (1991). Self-efficacy and academic motivation. Educational Psychologist, 26(3-4), 207-231. https://doi.org/10.1207/s15326985ep2603&4_2
  • Tabachnick, B. G., & Fidell, L. S. (2015). Çok değişkenli istatistiklerin kullanımı [Using multivariate statistics] (M. Baloğlu, Trans.). Ankara: Nobel.
  • Türk Eğitim Derneği-MEM [Turkish Education Association] (2020). PISA’da okuma performansı ve öğrencilerin okul yaşamı [Reading performance and students' school life in PISA]. Retrieved from https://tedmem.org/vurus/pisada-okuma-performansi-ogrencilerin-okul-yasami
  • Ülper, H., Yaylı, D., & Karakaya, İ. (2013). Developing the reader self-efficacy scale, Ahi Evran University Journal of Kirsehir Education Faculty, 14(1), 85-100. https://dergipark.org.tr/en/pub/kefad/issue/59473/854634
  • Ünal, M. (2012). The effect of 6th grade students’ reading attitudes upon reading comprehension. (Unpublished master’s thesis). Ondokuz Mayıs University, Samsun.
  • Ürün-Karahan, B., & Taşdan, M. (2016). The correlation of attitudes and motivations of 5th and 6th grade students toward reading with the skills of reading comprehension. International Journal of Turkish Literature, Culture and Education 5(2), 949-969. Doi: 10.7884/teke.596
  • Wang, J. H., & Guthrie, J. T. (2004). Modeling the effects of intrinsic motivation, extrinsic motivation, amount of reading, and past reading achievement on text comprehension between U.S. and Chinese students. Reading Research Quarterly, 39(2), 162-186. https://doi.org/10.1598/RRQ.39.2.2
  • Wigfield, A. & Guthrie, J.T. (1997). Relations of Children’s Motivation For Reading to The Amount and Breadth of Their Reading. Journal of Educational Psychology, 89(3), 420- 432. https://doi.org/10.1037/0022-0663.89.3.420
  • Yaylı, D., & Duru, E. (2008). The adaptation of the reader self-perception scale to the 4th and 5th grades Turkish students. Eurasian Journal of Educational Research, 33, 193-210. https://ejer.com.tr/wp-content/uploads/2021/01/ejer_2008_issue_33.pdf#page=196
  • Yıldız, M. (2013). A study on the reading motivation of elementary 3rd, 4th, and 5th grade students. Education and Science, 38(168), 260-271. http://egitimvebilim.ted.org.tr/index.php/EB/article/view/1574/594
  • Yıldız, M., & Bulut, A. (2016). Reading self-perception scale: Validity and reliability study. International Journal of Eurasia Social Sciences, 7 (22), 311-326. Doi: 10.35826/ijoess.412.
  • Yurtbakan, E., Erdoğan, Ö., & Erdoğan, T. (2020). Impact of dialogic reading on reading motivation. Education and Science, 46(206).161-180. Doi: 10.15390/EB.2020.9258
  • Zimmerman, B. J., & Ringle, J. (1981). Effects of model persistence and statements of confidence on children's self-efficacy and problem solving. Journal of Educational Psychology, 73(4), 485-493. https://doi.org/10.1037/0022-0663.73.4.485

The Relationship Between Primary School Students’ Reader Self-Perception and Reading Comprehension Skills

Year 2023, Volume: 7 Issue: 3, 609 - 627, 30.07.2023

Nurhan Aktaş Ebru Ergül

https://doi.org/10.34056/aujef.1255258

Abstract

Reader self-perception, that is one of the basic elements of the reading motivation, is a notion how many to find adequate oneself as a reader. To know the students' reading self-perception levels at primary school is essential to develop reading comprehension skill. This study aimed to ascertain the relationship between primary school students’ reader self-perception and their reading comprehension skills. The study was conducted in line with the correlational survey model. The sample group consisted of a total of 382 students, 194 girls and 188 boys, studying in the 2nd, 3rd, and 4th grades of a public school. As a data collection tool in the research; The "Reading Comprehension Test", which was prepared separately according to the grade levels, was used to measure the reading comprehension skills of the students, and the "Reader Self-Perception Scale" was used to determine the students' perceptions of reading. T-test, one-way ANOVA and Pearson correlation coefficient were used in the analysis of the data.The results showed that female students’ reader self-perception levels were higher than those of male students, and that the fourth-grade students had the highest reader self-perception level, when the grade levels were compared. In addition, a weak, positive, and significant correlation was found between primary school students’ reader self-perception levels and their reading comprehension skills. Based on the results of the study, some suggestions are presented.

Keywords

Reader self-perception reading comprehension primary school students

References

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  • Akyol, H. (2019). Türkçe öğretim yöntemleri [Turkish instraction methods]. Ankara: Pegem.
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  • Baker, L., & Wigfield, A. (1999). Dimensions of children’s motivation for reading and their relations to reading achievement. Reading Research Quarterly, 34, 452-477. http://www.jstor.org/stable/748216.
  • Baki, Y. (2020). The effect of 8th graders’ reading motivation on their motivation to write. International Online Journal of Educational Sciences, 12(2), 302-323. https://iojes.net/?mod=makale_tr_ozet&makale_id=42539
  • Balcı. A., Uyar. Y., & Büyükikiz, K. K. (2012). The examination of reading habits, frequency to use library and attitudes towards reading of 6th grade primary school students. Turkish Studies, 7 (4), 965-985. Doi: 10.7827/turkishstudies.3795
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  • Baştuğ, M., & Çelik, T. (2015). An examination of secondary school students’ levels of reader self-perception in terms of gender, grade, reading environmentand frequency. International Journal of Human Sciences, 12(1), 903-919. Doi: 10.14687/ijhs.v12i1.3120
  • Bozkurt, M., & Memiş, A. (2013). The relationship between 5th grade elementary school students' metacognitive reading comprehension awareness, reading motivation and reading level. Ahi Evran University Journal of Kirsehir Education Faculty, 14(3), 147-160. Retrieved from https://dergipark.org.tr/tr/pub/kefad/issue/59470/854574
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  • De Naeghel, J., van Keer, H., Vansteenkiste, M., & Rosseel, Y. (2012). The relation between elementary students' recreational and academic reading motivation, reading frequency, engagement, and comprehension: A self-determination theory perspective. Journal of Educational Psychology, 104(4), 1006-1021. https://doi.org/10.1037/a0027800
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  • Esmer, B. (2019). Direct and inferential relations among reading comprehension, silent and oral reading fluency, reading self-concept, reading engagement and response to picturebooks. (Doctoral thesis). Gazi University, Ankara. https://acikbilim.yok.gov.tr/handle/20.500.12812/349626
  • Ghonsooly, B., & Elahi, M. (2010). Learners’ self-efficacy in reading and its relation to foreign language reading anxiety and reading achievement. Journal of English Language Teaching and Learning, 53(217), 45-67. https://www.sid.ir/FileServer/JE/1323201021703.pdf
  • Guthrie, J. T., & Wigfield, A. (2000). Engagement and motivation in reading. In M. L. Kamil, P. B. Mosenthal, P. D. Pearson, & R. Barr (Eds.), Handbook of reading research, (pp. 403–422). New York: Lawrence Erlbaum Associates Publ.
  • Hamzadayı, E., & Batmaz, Ö. (2022). A review of factors affecting reading comprehension, Ege Journal of Education, 23(2), 190- 209. https://doi.org/10.12984/egeefd.1105439
  • Henk, W. A., & Melnick, S. A. (1992). The initial development of a scale to measure perception of self as reader. In C. Kinzer and D. Leu (Eds.), Literacy research, theory, and practice: Views from many perspectives (pp. 111-117). Chicago.
  • Henk, W. A., & Melnick, S. A. (1995). The reader self-perception scale (RSPS): A new tool for measuring how children feel about themselves as readers. The Reading Teacher, 48(6), 470-482. http://www.jstor.org/stable/20201471.
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  • İleri-Aydemir, Z., & Öztürk, E. (2013). Reading motivation scale for texts: A validity and reliability study. Elementary Education Online, 12(1), 66‐76. https://dergipark.org.tr/tr/download/article-file/90510
  • İnnalı, H. Ö., & Aydın, S. İ. (2014). A study on 8 th graders' reading self-efficacy in terms of some variables. Turkish Studies, 9(9), 651-682. http://dx.doi.org/10.7827/TurkishStudies.7132
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  • Karatay, H. (2011). Okuma eğitimi kuram ve uygulama [Reading education theory and practice]. Ankara: Berikan Publ.
  • Katzir, T., Lesaux, N. K., & Kim, Y. S. (2009). The role of reading self-concept and home literacy practices in fourth grade reading comprehension. Reading and Writing, 22(3), 261-276. https://doi.org/10.1007/s11145-007-9112-8
  • Kızgın, A., & Baştuğ, M. (2020). Predicting Level of Reading Motivation and Reading Comprehension Skill on Academic Success. Journal of Language Education and Research, 6(2), 601-612. Doi: 10.31464/jlere.767022
  • Koca, C. (2020). Examining the relations between reader self-perception, reading motivation, and reading comprehension skills of 4th grade primary school students. (Unpublished master’s thesis). Düzce University, Sakarya.
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  • Kwon, H., & Linderholm, T. (2014). Effects of self-perception of reading skill on absolute accuracy of metacomprehension judgements. Current Psychology: A Journal for Diverse Perspectives on Diverse Psychological Issues, 33(1), 73-88. https://doi.org/10.1007/s12144-013-9198-x
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  • McKenna, M.C., Kear, D.J., & Ellsworth, R.A. (1995). Children’s attitudes toward reading: A national survey. Reading Research Quarterly, 30(4), 934–956. https://doi.org/10.2307/748205
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İlkokul Öğrencilerinin Okur Benlik Algısı ve Okuduğunu Anlama Becerileri Arasındaki İlişki

Year 2023, Volume: 7 Issue: 3, 609 - 627, 30.07.2023

Nurhan Aktaş Ebru Ergül

https://doi.org/10.34056/aujef.1255258

Abstract

Okuma motivasyonunun temel unsurlarından biri olan okur benlik algısı, bir okur olarak kişinin kendini ne kadar yeterli bulduğuyla ilgili bir kavramdır. İlkokul öğrencilerinin okumayla ilgili öz/ benlik algılarının bilinmesi okuduğunu anlama becerisinin geliştirilmesi için önemlidir. Bu araştırmada, ilkokul öğrencilerinin okur benlik algıları ve okuduğunu anlama becerileri arasındaki ilişkinin tespit edilmesi amaçlanmıştır. Araştırma ilişkisel tarama modelinde gerçekleştirilmiştir. Araştırmanın çalışma grubunu, bir devlet okulunun ilkokul 2, 3 ve 4. sınıflarında öğrenim gören 194 kız, 188 erkek olmak üzere toplamda 382 öğrencisi oluşturmaktadır. Araştırmada veri toplama aracı olarak; öğrencilerin okuduğunu anlama becerilerini ölçmek için sınıf düzeylerine göre ayrı ayrı hazırlanan “Okuduğunu Anlama Testi” ve öğrencilerin okumaya yönelik algılarını belirlemek için ise “Okur Benlik Algısı Ölçeği” kullanılmıştır. Verilerin analizinde t-testi, tek yönlü ANOVA ve Pearson korelasyon katsayısı kullanılmıştır. Araştırma sonuçlarına göre; kız öğrencilerin okur benlik algı düzeylerinin erkek öğrencilerden daha yüksek olduğu ve sınıf düzeyleri karşılaştırıldığında ise en yüksek okur benlik algı düzeyinin dördüncü sınıf öğrencilerine ait olduğu görülmüştür. Ayrıca ilkokul öğrencilerinin okur benlik algı düzeyleri ile okuduğunu anlama becerileri arasında pozitif yönlü ve istatistiksel olarak düşük düzeyde anlamlı bir ilişki bulunmuştur. Araştırmada ulaşılan sonuçlardan hareketle birtakım öneriler sunulmuştur.

Keywords

Okur benlik algısı okuduğunu anlama ilkokul öğrencileri

References

  • Adams, M. J. (1990). Beginning to read: Thinking and learning about print. Cambridge, MIT Press.
  • Akyol, H. (2019). Türkçe öğretim yöntemleri [Turkish instraction methods]. Ankara: Pegem.
  • Altunkaya, H. (2018). Correlation between the reader self-efficacy perceptions of 8th grade students and their reading comprehension skills, Journal of Mother Tongue Education, 6(1), 202-219. https://doi.org/10.16916/aded.368192
  • Baker, L., & Wigfield, A. (1999). Dimensions of children’s motivation for reading and their relations to reading achievement. Reading Research Quarterly, 34, 452-477. http://www.jstor.org/stable/748216.
  • Baki, Y. (2020). The effect of 8th graders’ reading motivation on their motivation to write. International Online Journal of Educational Sciences, 12(2), 302-323. https://iojes.net/?mod=makale_tr_ozet&makale_id=42539
  • Balcı. A., Uyar. Y., & Büyükikiz, K. K. (2012). The examination of reading habits, frequency to use library and attitudes towards reading of 6th grade primary school students. Turkish Studies, 7 (4), 965-985. Doi: 10.7827/turkishstudies.3795
  • Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice-Hall.
  • Bandura, A. (1989). Human agency in social cognitive theory. American Psychologist, 44(9), 1175-1184. https://doi.org/10.1037/0003-066X.44.9.1175
  • Bailey, J. M. (2009). Reading poetry for improved adolescent oral fluency, comprehension, and self-perception. (Unpublished Master’s Thesis). Wichita State University. http://hdl.handle.net/10057/2439
  • Baştuğ, M., & Çelik, T. (2015). An examination of secondary school students’ levels of reader self-perception in terms of gender, grade, reading environmentand frequency. International Journal of Human Sciences, 12(1), 903-919. Doi: 10.14687/ijhs.v12i1.3120
  • Bozkurt, M., & Memiş, A. (2013). The relationship between 5th grade elementary school students' metacognitive reading comprehension awareness, reading motivation and reading level. Ahi Evran University Journal of Kirsehir Education Faculty, 14(3), 147-160. Retrieved from https://dergipark.org.tr/tr/pub/kefad/issue/59470/854574
  • Byrne, B. M. (1986). Self-concept/academic achievement relations: An investigation of dimensionality, stability and causality. Canadian Journal of Behavioural Science, 18, 173-186. https://doi.org/10.1037/h0079982
  • Büyüköztürk, Ş. (2012). Sosyal bilimler için veri analizi el kitabı: istatistik, araştırma deseni spss uygulamaları ve yorum [Data analysis handbook for social sciences: statistics, research design SPSS applications and interpretation]. Ankara: Pegem.
  • Chapman, J. W., & Tunmer, W. E. (1995). Development of young children’s reading self-concepts: An examination of emerging subcomponents and their relationship with reading achievement. Journal of Educational Psychology, 87, 154-167. https://doi.org/10.1037/0022-0663.87.1.154
  • Conlon, E. G., Zimmer-Gembeck, M. J., Creed, P. A., & Tucker, M. (2006). Family history, self-perceptions, attitudes and cognitive abilities associated with early adolescent reading skills. Journal of Research in Reading, 29(1), 11-32. https://doi.org/10.1111/j.1467-9817.2006.00290.x
  • Courtenay-Brown, L. E. (1992). A study of the realtionships among self-concept, reading attitudeand reading comprehension in second grade readers. (Unpublished master’s thesis). Memorial University, Canada. http://research.library.mun.ca/id/eprint/5066
  • Creswell, J. W. (2003). Research design: Qualitative, quantitative, and mixed methods approaches (2. Edition.). CA: Sage.
  • De Naeghel, J., van Keer, H., Vansteenkiste, M., & Rosseel, Y. (2012). The relation between elementary students' recreational and academic reading motivation, reading frequency, engagement, and comprehension: A self-determination theory perspective. Journal of Educational Psychology, 104(4), 1006-1021. https://doi.org/10.1037/a0027800
  • Dikmen, N., & Kartal, H. (2019). Improving children’s reading skills, motivation, and attitudes by works based on story poems. Research in Reading & Writing Instruction, 9(1), 45-66. Doi: 10.35233/oyea.890859
  • Esmer, B. (2019). Direct and inferential relations among reading comprehension, silent and oral reading fluency, reading self-concept, reading engagement and response to picturebooks. (Doctoral thesis). Gazi University, Ankara. https://acikbilim.yok.gov.tr/handle/20.500.12812/349626
  • Ghonsooly, B., & Elahi, M. (2010). Learners’ self-efficacy in reading and its relation to foreign language reading anxiety and reading achievement. Journal of English Language Teaching and Learning, 53(217), 45-67. https://www.sid.ir/FileServer/JE/1323201021703.pdf
  • Guthrie, J. T., & Wigfield, A. (2000). Engagement and motivation in reading. In M. L. Kamil, P. B. Mosenthal, P. D. Pearson, & R. Barr (Eds.), Handbook of reading research, (pp. 403–422). New York: Lawrence Erlbaum Associates Publ.
  • Hamzadayı, E., & Batmaz, Ö. (2022). A review of factors affecting reading comprehension, Ege Journal of Education, 23(2), 190- 209. https://doi.org/10.12984/egeefd.1105439
  • Henk, W. A., & Melnick, S. A. (1992). The initial development of a scale to measure perception of self as reader. In C. Kinzer and D. Leu (Eds.), Literacy research, theory, and practice: Views from many perspectives (pp. 111-117). Chicago.
  • Henk, W. A., & Melnick, S. A. (1995). The reader self-perception scale (RSPS): A new tool for measuring how children feel about themselves as readers. The Reading Teacher, 48(6), 470-482. http://www.jstor.org/stable/20201471.
  • Henk, W. A., Marinak, B. A., & Melnick, S. (2012). Measuring the reader self-perceptions of adolescents: introducing the RSPS2. Journal of Adolescent & Adult Literacy, 56(4), 311-320. https://doi.org/10.1002/JAAL.00144
  • İleri-Aydemir, Z., & Öztürk, E. (2013). Reading motivation scale for texts: A validity and reliability study. Elementary Education Online, 12(1), 66‐76. https://dergipark.org.tr/tr/download/article-file/90510
  • İnnalı, H. Ö., & Aydın, S. İ. (2014). A study on 8 th graders' reading self-efficacy in terms of some variables. Turkish Studies, 9(9), 651-682. http://dx.doi.org/10.7827/TurkishStudies.7132
  • Karakoç-Öztürk, B. (2015). A study on reading self-efficacy of secondary school students: Adana city example. Adiyaman University Journal of Social Sciences 8(21), 908-936. https://doi.org/10.14520/adyusbd.23976
  • Karatay, H. (2011). Okuma eğitimi kuram ve uygulama [Reading education theory and practice]. Ankara: Berikan Publ.
  • Katzir, T., Lesaux, N. K., & Kim, Y. S. (2009). The role of reading self-concept and home literacy practices in fourth grade reading comprehension. Reading and Writing, 22(3), 261-276. https://doi.org/10.1007/s11145-007-9112-8
  • Kızgın, A., & Baştuğ, M. (2020). Predicting Level of Reading Motivation and Reading Comprehension Skill on Academic Success. Journal of Language Education and Research, 6(2), 601-612. Doi: 10.31464/jlere.767022
  • Koca, C. (2020). Examining the relations between reader self-perception, reading motivation, and reading comprehension skills of 4th grade primary school students. (Unpublished master’s thesis). Düzce University, Sakarya.
  • Kush, J.C., & Watkins, M.W. (1996). Long-term stability of children’s attitudes toward reading. Journal of Educational Research,89(5), 315–319. https://doi.org/10.1080/00220671.1996.9941333
  • Kwon, H., & Linderholm, T. (2014). Effects of self-perception of reading skill on absolute accuracy of metacomprehension judgements. Current Psychology: A Journal for Diverse Perspectives on Diverse Psychological Issues, 33(1), 73-88. https://doi.org/10.1007/s12144-013-9198-x
  • Meece, J. L., Glienke, B. B., & Burg, S. (2006). Gender and motivation. Journal of School Psychology,44(5), 351-373. https://doi.org/10.1016/j.jsp.2006.04.004
  • McKenna, M.C., Kear, D.J., & Ellsworth, R.A. (1995). Children’s attitudes toward reading: A national survey. Reading Research Quarterly, 30(4), 934–956. https://doi.org/10.2307/748205
  • Mullis, I. V. S., Martin, M. O., Kennedy, A. M., & Foy, P. (2007). PIRLS 2006 international report. https://timssandpirls.bc.edu/PDF/PIRLS2006_international_report.pdf
  • Patton, M. Q. (2014). Qualitative research & evaluation methods: ıntegrating theory and practice (4. Edition). CA:Sage Publ.
  • Phillips, J. (2002). A study of the relationships among grade fours' reader sell-perceptions, reading ability, parental self-efficacy, parental role construction, child development beliefs, and gender. (Unpublished master’s thesis). Memorial University, Canada.
  • Sağırlı, M., & Okur, B. (2017). The analysis of fourth grade primary students' reader self-perceptions in terms of gender and preschool educational background. Journal of Education and Training Studies, 5(2), 71-78. Doi:10.11114/jets.v5i2.2062
  • Sainsbury, M., & Schagen, I. (2004). Attitudes to reading at ages nine and eleven. Journal of Research in Reading, 27(4), 373-386. Doi: 10.1111/j.1467-9817.2004.00240.x
  • Smith, J. K., Smith, L.F., Gilmore, A., & Jameson, M. (2012). Students’ self-perception of reading ability, enjoyment of reading achievement. Learning and Individual Differences, 22(2), 202-206. https://doi.org/10.1016/j.lindif.2011.04.010
  • Solheim, O. J. (2011). The impact of reading self-efficacy and task value on reading comprehension scores in different item formats. Reading Psychology, 32, 1-27. Doi: 10.1080/02702710903256601
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  • Tabachnick, B. G., & Fidell, L. S. (2015). Çok değişkenli istatistiklerin kullanımı [Using multivariate statistics] (M. Baloğlu, Trans.). Ankara: Nobel.
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There are 57 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Research Article
Authors

Nurhan Aktaş 0000-0003-0264-5120

Ebru Ergül 0000-0002-0298-7035

Publication Date July 30, 2023
Published in Issue Year 2023 Volume: 7 Issue: 3

Cite

APA Aktaş, N., & Ergül, E. (2023). The Relationship Between Primary School Students’ Reader Self-Perception and Reading Comprehension Skills. Anadolu Üniversitesi Eğitim Fakültesi Dergisi, 7(3), 609-627. https://doi.org/10.34056/aujef.1255258
AMA Aktaş N, Ergül E. The Relationship Between Primary School Students’ Reader Self-Perception and Reading Comprehension Skills. Anadolu Üniversitesi Eğitim Fakültesi Dergisi. July 2023;7(3):609-627. doi:10.34056/aujef.1255258
Chicago Aktaş, Nurhan, and Ebru Ergül. “The Relationship Between Primary School Students’ Reader Self-Perception and Reading Comprehension Skills”. Anadolu Üniversitesi Eğitim Fakültesi Dergisi 7, no. 3 (July 2023): 609-27. https://doi.org/10.34056/aujef.1255258.
EndNote Aktaş N, Ergül E (July 1, 2023) The Relationship Between Primary School Students’ Reader Self-Perception and Reading Comprehension Skills. Anadolu Üniversitesi Eğitim Fakültesi Dergisi 7 3 609–627.
IEEE N. Aktaş and E. Ergül, “The Relationship Between Primary School Students’ Reader Self-Perception and Reading Comprehension Skills”, Anadolu Üniversitesi Eğitim Fakültesi Dergisi, vol. 7, no. 3, pp. 609–627, 2023, doi: 10.34056/aujef.1255258.
ISNAD Aktaş, Nurhan - Ergül, Ebru. “The Relationship Between Primary School Students’ Reader Self-Perception and Reading Comprehension Skills”. Anadolu Üniversitesi Eğitim Fakültesi Dergisi 7/3 (July 2023), 609-627. https://doi.org/10.34056/aujef.1255258.
JAMA Aktaş N, Ergül E. The Relationship Between Primary School Students’ Reader Self-Perception and Reading Comprehension Skills. Anadolu Üniversitesi Eğitim Fakültesi Dergisi. 2023;7:609–627.
MLA Aktaş, Nurhan and Ebru Ergül. “The Relationship Between Primary School Students’ Reader Self-Perception and Reading Comprehension Skills”. Anadolu Üniversitesi Eğitim Fakültesi Dergisi, vol. 7, no. 3, 2023, pp. 609-27, doi:10.34056/aujef.1255258.
Vancouver Aktaş N, Ergül E. The Relationship Between Primary School Students’ Reader Self-Perception and Reading Comprehension Skills. Anadolu Üniversitesi Eğitim Fakültesi Dergisi. 2023;7(3):609-27.
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