View in EDS PDF Full Text

The Usage of Meaning Identification Technique in Measuring Reading Comprehension Skills.

Saved in:
Bibliographic Details
Title: The Usage of Meaning Identification Technique in Measuring Reading Comprehension Skills.
Authors: Esmera, Barış1 barisesmer@gazi.edu.tr, Güneş, Ahmet Melih2 melih.gunes@balikesir.edu.tr
Source: International Electronic Journal of Elementary Education. Mar2019, Vol. 11 Issue 4, p413-420. 8p.
Subject Terms: *Reading comprehension, *Cloze procedure, *Sentences (Grammar), *Primary schools, Comprehension (Theory of knowledge)
Abstract: In this study, it is aimed to determine at what level the Meaning Identification Technique (MIT) can measure the reading comprehension skills of the 4th grade primary school students and to test the validity and reliability of the MIT test with different types of texts. In the study carried out in the survey model, MIT and Sentence Verification Technique (SVT) tests, which were developed by the researcher and are peculiar to narrative and informative texts, were used. The readability of the texts was tested with Cloze Tests (CT) developed specifically for each type of text. The study was carried out with the participation of 87 primary school 4th grade students in two primary schools randomly selected among the public schools in the city of Ankara. The results of the study demonstrated that MIT tests measure reading comprehension skills as reliable as SVT tests. While there was a significant difference between comprehension and the numbers of reading in narrative texts, it was found that there was no significant difference with the numbers of reading in informative texts. A great majority of students (approximately 75%) felt the need to read two or more times while making sense of the text. On the other hand, MIT tests are a significant predictor of Turkish course achievements. [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
Description
Abstract:In this study, it is aimed to determine at what level the Meaning Identification Technique (MIT) can measure the reading comprehension skills of the 4th grade primary school students and to test the validity and reliability of the MIT test with different types of texts. In the study carried out in the survey model, MIT and Sentence Verification Technique (SVT) tests, which were developed by the researcher and are peculiar to narrative and informative texts, were used. The readability of the texts was tested with Cloze Tests (CT) developed specifically for each type of text. The study was carried out with the participation of 87 primary school 4th grade students in two primary schools randomly selected among the public schools in the city of Ankara. The results of the study demonstrated that MIT tests measure reading comprehension skills as reliable as SVT tests. While there was a significant difference between comprehension and the numbers of reading in narrative texts, it was found that there was no significant difference with the numbers of reading in informative texts. A great majority of students (approximately 75%) felt the need to read two or more times while making sense of the text. On the other hand, MIT tests are a significant predictor of Turkish course achievements. [ABSTRACT FROM AUTHOR]
ISSN:13079298
DOI:10.26822/iejee.2019450836