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The Effects of Teaching Informative Text through Processual Model on Reading Comprehsion Skills.

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Title: The Effects of Teaching Informative Text through Processual Model on Reading Comprehsion Skills.
Authors: Sulak, Süleyman Erkam1 erkamsulak@gmail.com, Güneş, Firdevs2 firdevs.gunes@gmail.com
Source: International Electronic Journal of Elementary Education. Dec2017, Vol. 10 Issue 2, p265-271. 7p.
Subject Terms: *Reading comprehension, *Comprehensive instruction (Reading), *Elementary education, *Teaching methods, *Education
Geographic Terms: Türkiye
Abstract: This study was carried out in order to search the effects of teaching informative text structures through processual model on the reading comprehension skills of 4th grade students. The research was designed in accordance with experimental model with pre-test-post-test control groups. The study group of the study consisted of 62 fourth grade students who receive their education in 2012-2013 school year in a state school located in the province of Konya, Turkey. Teaching of the informative texts was carried out for 10 weeks based on the processual model in the experimental group, and based on the curriculum of Turkish course in the control group. As data collection tools, Reading Comprehension Test and Awareness Test of Informative Text Structures were used in the research. Mean, standard deviation, unpaired t-test, and one-way analysis of variance were used in the analyses of the study data. Results of the study have revealed that there are significant differences between the reading comprehension levels and awareness of informative text structures on behalf of the experimental group that learned informative texts through processual model. [ABSTRACT FROM AUTHOR]
Copyright of International Electronic Journal of Elementary Education is the property of International Electronic Journal of Elementary Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: The Effects of Teaching Informative Text through Processual Model on Reading Comprehsion Skills.
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  Data: <searchLink fieldCode="JN" term="%22International+Electronic+Journal+of+Elementary+Education%22">International Electronic Journal of Elementary Education</searchLink>. Dec2017, Vol. 10 Issue 2, p265-271. 7p.
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  Data: *<searchLink fieldCode="DE" term="%22Reading+comprehension%22">Reading comprehension</searchLink><br />*<searchLink fieldCode="DE" term="%22Comprehensive+instruction+%28Reading%29%22">Comprehensive instruction (Reading)</searchLink><br />*<searchLink fieldCode="DE" term="%22Elementary+education%22">Elementary education</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br />*<searchLink fieldCode="DE" term="%22Education%22">Education</searchLink>
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  Data: This study was carried out in order to search the effects of teaching informative text structures through processual model on the reading comprehension skills of 4th grade students. The research was designed in accordance with experimental model with pre-test-post-test control groups. The study group of the study consisted of 62 fourth grade students who receive their education in 2012-2013 school year in a state school located in the province of Konya, Turkey. Teaching of the informative texts was carried out for 10 weeks based on the processual model in the experimental group, and based on the curriculum of Turkish course in the control group. As data collection tools, Reading Comprehension Test and Awareness Test of Informative Text Structures were used in the research. Mean, standard deviation, unpaired t-test, and one-way analysis of variance were used in the analyses of the study data. Results of the study have revealed that there are significant differences between the reading comprehension levels and awareness of informative text structures on behalf of the experimental group that learned informative texts through processual model. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of International Electronic Journal of Elementary Education is the property of International Electronic Journal of Elementary Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.26822/iejee.2017236121
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        Text: English
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      – SubjectFull: Reading comprehension
        Type: general
      – SubjectFull: Comprehensive instruction (Reading)
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      – SubjectFull: Elementary education
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      – SubjectFull: Teaching methods
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      – SubjectFull: Education
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              Text: Dec2017
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