Araştırma Makalesi
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Peritekstual Okumanın İlkokul Öğrencilerinin Okuma Tutumlarına Etkisi

Yıl 2022, Cilt: 11 Sayı: 4, 655 - 666, 30.12.2022

Osman Aslan , Ömer Yılar

https://doi.org/10.30703/cije.1102945
Cited By: 1

Öz

Bu çalışmanın temel amacı, peritekstual okuma yapmanın ilkokul öğrencilerin okumaya yönelik tutumlarına etkisini araştırmaktır. Nicel araştırma yöntemi kullanılarak yapılandırılan bu çalışmada, yarı deneysel model kullanılmıştır. Araştırmanın çalışma grubu ise, Tokat merkezde eğitime devam eden toplam 102 ilkokul dördüncü sınıf öğrencisinden oluşmaktadır. Bu yarı deneysel araştırmanın çalışma grubunda yer alan öğrencilerin 52’si deney, 50’si kontrol grubunu oluşturmaktadır. Çalışmada veriler Okumaya Yönelik Tutum Ölçeği kullanılarak elde edilmiştir. Ölçeğin Cronbach Alpha kat sayısı .87 olarak hesaplanmıştır. Veriler çalışma gruplarından ön test ve son test olarak toplanmıştır. Verilerin analizinde ise hem grup içi hem de gruplar arası farklara bakılmıştır. Verilerin gruplar arası ilişkileri Bağımsız Örneklem t-Testi ile grup içi ilişkileri ise Bağımlı Örneklem t-Testi ile analiz edilmiştir. Araştırma sonucunda peritekstual okuma yapmanın, öğrencilerin okumaya yönelik tutumlarını geliştirdiği tespit edilmiştir.

Anahtar Kelimeler

Peritekst peritekstual okuma peritekstual ögeler okumaya yönelik tutum. tutum Peritext peritextual reading peritextual items attitude attitude towards reading

Destekleyen Kurum

Atatürk Üniversitesi Bilimsel Araştırmalar Proje Ofisi

Proje Numarası

SDK-2021-9016

Teşekkür

Araştırma projemize destek veren Atatürk Üniversitesi Bilimsel Araştırma Projeleri Koordinasyon Birimine teşekkür ederiz.

Kaynakça

  • Akbayır, S. (2003). Cümle ve metin bilgisi. Deniz Kültür Yayınları.
  • Alexander, J.E. & Cobb, J. (1992). Assessing attitudes in middle and secondary schools and community colleges. Journal of Reading, 26, 146–149.
  • Alexander, J.E. & Filler, R.C. (1976). Attitudes and reading. International Reading Association.
  • Bernard, H. R., & Ryan, G. (1998). Text analysis. Handbook of Methods in Cultural Anthropology, 613, 595-645.
  • Birke, D., & Christ, B. (2013). Paratext and Digitized Narrative: Mapping the Field. Narrative 21(1), 65-87.
  • Broeder, P., Stokmans, M. (2013). Why should I read? - A cross-cultural investigation into adolescents’ reading socialisation and reading attitude. Int Rev Educ 59, 87–112. https://doi.org/10.1007/s11159-013-9354-4
  • Burwell, C., & Miller, T. (2016). Let’s Play: Exploring literacy practices in an emerging videogame paratext. E-Learning and Digital Media, 13(3-4), 109-125.
  • Chiang, M. H. (2016). Effects of varying text difficulty levels on second language (L2) reading attitudes and reading comprehension. Journal of Research in Reading, 39(4), 448-468.
  • Chiu, M. M., Chow, B. W. Y., & Joh, S. W. (2017). Streaming, tracking and reading achievement: A multilevel analysis of students in 40 countries. Journal of Educational Psychology, 109(7), 915–934.
  • Ciecierski, L. M., & Smith, A. M. (2020). Picture Books as Way-in Texts for Better Understanding and Appreciating Peritextual Features. Voices From the Middle, 28(2), 44-49.
  • Claudia (2020). Literacy Engagement Through Peritextual Analysis. https://www.goodreads.com/review/show/3024354507
  • Cohen, L., Manion, L. & Morrison, K. (2021). Eğitimde araştırma yöntemleri. (E. Dinç, K. Kıroğlu, Çev.). Pegem Akademi Consalvo, M. (2007). Cheating: Gaining Advantage in Video Games. MIT Press.
  • Çolak, R. (2017). William Butler Yeats ve yapıtlarının yanmetinsellik yöntemiyle incelenmesi: Yapıtçevresi çözümleme örneği. (Tez No. 459838) [Doktora tezi, Atatürk Üniversitesi-Erzurum]. Yükseköğretim Kurulu Ulusal Tez Merkezi.
  • Eagly, A. H., & Chaiken, S. (1993). The psychology of attitudes. Harcourt brace Jovanovich college publishers.
  • Genette, G. (1997). Paratexts: Thresholds of interpretation (Trans. J. E. Lewin). Cambridge University Press.
  • Genette, G. (1997). Palimpsests: Literature in the second degree (Vol. 8). U of Nebraska Press.
  • Genette, G., & Maclean, M. (1991). Introduction to the Paratext. New literary history, 22(2), 261-272.
  • Gray, J. (2010). Show sold separately: Promos, spoilers, and other media paratexts. New York University Press.
  • Gross, M., & Latham, D. (2017). The peritextual literacy framework: Using the functions of peritext to support critical thinking. Library & Information Science Research, 39(2), 116-123.
  • Gross, M., Latham, D., Underhill, J., & Bak, H. (2016). The peritext book club: Reading to foster critical thinking about STEAM texts. School Library Research, 19, 1–17
  • Güneş, F. (2013). Türkçe’de metin öğretimi yerine metinle öğrenme. Adıyaman Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, (11), 603-637.
  • Heathington, B.S. & Alexander, J. (1984). Do classroom teachers emphasize attitudes toward reading? The Reading Teacher, 37, 484–488.
  • Lim, H. J., Bong, M., & Woo, Y. K. (2015). Reading attitude as a mediator between contextual factors and reading behavior. Teachers College Record, 117(1), 1–36.
  • Maciejewski, M. L. (2020). Quasi-experimental design. Biostatistics & Epidemiology, 4(1), 38-47.
  • Martínez, R. S., Aricak, O. T., & Jewell, J. (2008). Influence of reading attitude on reading achievement: A test of the temporal-interaction model. Psychology in the Schools, 45(10), 1010-1023.
  • Mathewson, G.C. (1994). Model of attitude influence upon reading and learning to read. In R.B. Ruddell, M.R. Ruddell & H. Singer (Eds.), Theoretical models and processes of reading. (4th edn, 1131–1161). International Reading Association
  • Mizokawa, D. T., & Hansen-Krening, N. (2000). The ABCs of attitudes toward reading: Inquiring about the reader's response. Journal of Adolescent & Adult Literacy, 44(1), 72-79.
  • Petscher, Y. (2009). A metaanalysis of the relationship between student attitudes towards reading and achievement in reading. Journal of Research in Reading, 33(4), 335-355.
  • Pfost, M., Schiefer, I. M., & Artelt, C. (2016). Intergenerational continuity in attitudes toward reading and reading behavior. Learning and Individual Differences, 51, 179-188.
  • Polit, D.F., & Beck, C.T. (2012). Nursing research: Generating and assessing evidence for nursing practice (9th ed.). Wolters Kluwer.
  • Russ, K.. M. (1989). Relating reading attitude to reading achievement in an East Los Angeles junior high school. Reading Improvement, 26(3), 208–214.
  • Rutberg, S., & Bouikidis, C. D. (2018). Focusing on the fundamentals: A simplistic differentiation between qualitative and quantitative research. Nephrology Nursing Journal, 45(2), 209-213.
  • Serafini, F. (2012). Interpreting visual ımages and design elements of contemporary picturebooks. Connecticut Reading Association Journal, 1, 3-8.
  • Sipe, L.R., & Pantaleo, S. (2008) (Eds.). Postmodern picturebooks: Play, pradoy, and self-referentiality. Routledge
  • Smith, M. C. (1990). A longitudinal investigation of reading attitude development from childhood to adulthood. Journal of Educational Research, 83, 215–219.
  • Stokmans, M. J. (1999). Reading attitude and its effect on leisure time reading. Poetics, 26(4), 245-261.
  • Thomas, S., Joseph, C., Laccetti, J., Mason, B., Mills, S., Perril, S., & Pullinger, K. (2007). Transliteracy: crossing divides. First Monday, 12(12), 1-2.
  • Yurdakal, İ. H., & Kırmızı, F. S. (2019). Okumaya yönelik tutum ölçeği güvenirlik ve geçerlik çalışması. Elementary Education Çevrimiçi, 18(2), 714-7333.
  • Yüksek, U. Ö., & Torun, B. U. (2017). Kitap okuma tercihinde popüler kültürün rolü: çok satan kitap okurları üzerine bir araştırma. International Journal of Social Science, 62, 549-559. http: //dx.doi.org/10.9761/JASSS7372
  • Quinn, B. & Jadav, A.D. (1987). Causal relationship between attitude and achievement for elementary grade mathematics and reading. The Journal of Educational Research, 80, 366–372.
  • White, H., & Sabarwal, S. (2014). Quasi-experimental design and methods. Methodological briefs: impact evaluation, 8, 1-16.
  • Witte, S., Latham, D., & Gross, M. (2019). Literacy engagement through peritextual analysis. Ala Editions.

The Effect of Peritextual Reading on Reading Attitudes of Primary School Students

Yıl 2022, Cilt: 11 Sayı: 4, 655 - 666, 30.12.2022

Osman Aslan , Ömer Yılar

https://doi.org/10.30703/cije.1102945
Cited By: 1

Öz

The aim of this study is to investigate the effect of peritextual reading on primary school students' attitudes towards reading. In this study, which was structured using the quantitative research method, a quasi-experimental model was used. The study group of the research consists of a total of 102 fourth grade primary school students continuing their education in the center of Tokat. 52 of the students in the study group of this quasi-experimental research constitute the experimental group and 50 of them constitute the control group. The data in the study were obtained by using the Attitudes Towards Reading Scale. The Cronbach Alpha coefficient of the scale was calculated as .87. Data were collected from the study groups as pretest and posttest. In the analysis of the data, both in-group and between-group differences were examined. Intergroup relations of data were analyzed with Independent Sample t-Test and intra-group relations were analyzed with Dependent Sample t-Test. As a result of the research, it was determined that doing peritextual reading improves students' attitudes towards reading.

Anahtar Kelimeler

Peritext peritextual reading peritextual items attitude attitude towards reading

Proje Numarası

SDK-2021-9016

Kaynakça

  • Akbayır, S. (2003). Cümle ve metin bilgisi. Deniz Kültür Yayınları.
  • Alexander, J.E. & Cobb, J. (1992). Assessing attitudes in middle and secondary schools and community colleges. Journal of Reading, 26, 146–149.
  • Alexander, J.E. & Filler, R.C. (1976). Attitudes and reading. International Reading Association.
  • Bernard, H. R., & Ryan, G. (1998). Text analysis. Handbook of Methods in Cultural Anthropology, 613, 595-645.
  • Birke, D., & Christ, B. (2013). Paratext and Digitized Narrative: Mapping the Field. Narrative 21(1), 65-87.
  • Broeder, P., Stokmans, M. (2013). Why should I read? - A cross-cultural investigation into adolescents’ reading socialisation and reading attitude. Int Rev Educ 59, 87–112. https://doi.org/10.1007/s11159-013-9354-4
  • Burwell, C., & Miller, T. (2016). Let’s Play: Exploring literacy practices in an emerging videogame paratext. E-Learning and Digital Media, 13(3-4), 109-125.
  • Chiang, M. H. (2016). Effects of varying text difficulty levels on second language (L2) reading attitudes and reading comprehension. Journal of Research in Reading, 39(4), 448-468.
  • Chiu, M. M., Chow, B. W. Y., & Joh, S. W. (2017). Streaming, tracking and reading achievement: A multilevel analysis of students in 40 countries. Journal of Educational Psychology, 109(7), 915–934.
  • Ciecierski, L. M., & Smith, A. M. (2020). Picture Books as Way-in Texts for Better Understanding and Appreciating Peritextual Features. Voices From the Middle, 28(2), 44-49.
  • Claudia (2020). Literacy Engagement Through Peritextual Analysis. https://www.goodreads.com/review/show/3024354507
  • Cohen, L., Manion, L. & Morrison, K. (2021). Eğitimde araştırma yöntemleri. (E. Dinç, K. Kıroğlu, Çev.). Pegem Akademi Consalvo, M. (2007). Cheating: Gaining Advantage in Video Games. MIT Press.
  • Çolak, R. (2017). William Butler Yeats ve yapıtlarının yanmetinsellik yöntemiyle incelenmesi: Yapıtçevresi çözümleme örneği. (Tez No. 459838) [Doktora tezi, Atatürk Üniversitesi-Erzurum]. Yükseköğretim Kurulu Ulusal Tez Merkezi.
  • Eagly, A. H., & Chaiken, S. (1993). The psychology of attitudes. Harcourt brace Jovanovich college publishers.
  • Genette, G. (1997). Paratexts: Thresholds of interpretation (Trans. J. E. Lewin). Cambridge University Press.
  • Genette, G. (1997). Palimpsests: Literature in the second degree (Vol. 8). U of Nebraska Press.
  • Genette, G., & Maclean, M. (1991). Introduction to the Paratext. New literary history, 22(2), 261-272.
  • Gray, J. (2010). Show sold separately: Promos, spoilers, and other media paratexts. New York University Press.
  • Gross, M., & Latham, D. (2017). The peritextual literacy framework: Using the functions of peritext to support critical thinking. Library & Information Science Research, 39(2), 116-123.
  • Gross, M., Latham, D., Underhill, J., & Bak, H. (2016). The peritext book club: Reading to foster critical thinking about STEAM texts. School Library Research, 19, 1–17
  • Güneş, F. (2013). Türkçe’de metin öğretimi yerine metinle öğrenme. Adıyaman Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, (11), 603-637.
  • Heathington, B.S. & Alexander, J. (1984). Do classroom teachers emphasize attitudes toward reading? The Reading Teacher, 37, 484–488.
  • Lim, H. J., Bong, M., & Woo, Y. K. (2015). Reading attitude as a mediator between contextual factors and reading behavior. Teachers College Record, 117(1), 1–36.
  • Maciejewski, M. L. (2020). Quasi-experimental design. Biostatistics & Epidemiology, 4(1), 38-47.
  • Martínez, R. S., Aricak, O. T., & Jewell, J. (2008). Influence of reading attitude on reading achievement: A test of the temporal-interaction model. Psychology in the Schools, 45(10), 1010-1023.
  • Mathewson, G.C. (1994). Model of attitude influence upon reading and learning to read. In R.B. Ruddell, M.R. Ruddell & H. Singer (Eds.), Theoretical models and processes of reading. (4th edn, 1131–1161). International Reading Association
  • Mizokawa, D. T., & Hansen-Krening, N. (2000). The ABCs of attitudes toward reading: Inquiring about the reader's response. Journal of Adolescent & Adult Literacy, 44(1), 72-79.
  • Petscher, Y. (2009). A metaanalysis of the relationship between student attitudes towards reading and achievement in reading. Journal of Research in Reading, 33(4), 335-355.
  • Pfost, M., Schiefer, I. M., & Artelt, C. (2016). Intergenerational continuity in attitudes toward reading and reading behavior. Learning and Individual Differences, 51, 179-188.
  • Polit, D.F., & Beck, C.T. (2012). Nursing research: Generating and assessing evidence for nursing practice (9th ed.). Wolters Kluwer.
  • Russ, K.. M. (1989). Relating reading attitude to reading achievement in an East Los Angeles junior high school. Reading Improvement, 26(3), 208–214.
  • Rutberg, S., & Bouikidis, C. D. (2018). Focusing on the fundamentals: A simplistic differentiation between qualitative and quantitative research. Nephrology Nursing Journal, 45(2), 209-213.
  • Serafini, F. (2012). Interpreting visual ımages and design elements of contemporary picturebooks. Connecticut Reading Association Journal, 1, 3-8.
  • Sipe, L.R., & Pantaleo, S. (2008) (Eds.). Postmodern picturebooks: Play, pradoy, and self-referentiality. Routledge
  • Smith, M. C. (1990). A longitudinal investigation of reading attitude development from childhood to adulthood. Journal of Educational Research, 83, 215–219.
  • Stokmans, M. J. (1999). Reading attitude and its effect on leisure time reading. Poetics, 26(4), 245-261.
  • Thomas, S., Joseph, C., Laccetti, J., Mason, B., Mills, S., Perril, S., & Pullinger, K. (2007). Transliteracy: crossing divides. First Monday, 12(12), 1-2.
  • Yurdakal, İ. H., & Kırmızı, F. S. (2019). Okumaya yönelik tutum ölçeği güvenirlik ve geçerlik çalışması. Elementary Education Çevrimiçi, 18(2), 714-7333.
  • Yüksek, U. Ö., & Torun, B. U. (2017). Kitap okuma tercihinde popüler kültürün rolü: çok satan kitap okurları üzerine bir araştırma. International Journal of Social Science, 62, 549-559. http: //dx.doi.org/10.9761/JASSS7372
  • Quinn, B. & Jadav, A.D. (1987). Causal relationship between attitude and achievement for elementary grade mathematics and reading. The Journal of Educational Research, 80, 366–372.
  • White, H., & Sabarwal, S. (2014). Quasi-experimental design and methods. Methodological briefs: impact evaluation, 8, 1-16.
  • Witte, S., Latham, D., & Gross, M. (2019). Literacy engagement through peritextual analysis. Ala Editions.
Toplam 42 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Araştırma Makalesi
Yazarlar

Osman Aslan 0000-0002-0909-7043

Ömer Yılar 0000-0002-3560-0028

Proje Numarası SDK-2021-9016
Erken Görünüm Tarihi 30 Aralık 2022
Yayımlanma Tarihi 30 Aralık 2022
Yayımlandığı Sayı Yıl 2022Cilt: 11 Sayı: 4

Kaynak Göster

APA Aslan, O., & Yılar, Ö. (2022). Peritekstual Okumanın İlkokul Öğrencilerinin Okuma Tutumlarına Etkisi. Cumhuriyet Uluslararası Eğitim Dergisi, 11(4), 655-666. https://doi.org/10.30703/cije.1102945

Cited By

İlkokul Öğrencilerinin Peritekstual Okuma Düzeylerinin Çeşitli Değişkenler Bakımından İncelenmesi
İnsan ve Toplum Bilimleri Araştırmaları Dergisi
https://doi.org/10.15869/itobiad.1330811
 Kapak Resmi İndir

e-ISSN: 2147-1606

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