TY  - JOUR
TI  - The Levels of Using Reading Strategies of the Prospective Teachers
AB  - Reading comprehension success is increased by monitoring and controlling cognitive process with metacognitive strategies. Metacognitive strategies take their place as reading strategies in reading education. As a result of the development of metacognitive awareness of the students, the use of strategy is consciously settled. It is important that teacher candidates have the ability to use reading strategies in order to improve their students in this respect in the future. In this study, it is aimed to describe the level of use of reading strategies by prospective teachers. The research was carried out in the survey model. A total of 297 teacher candidates participated in the research at Bartin University Faculty of Education, in the departments of primary school, social studies, Turkish, mathematics and science at the 2nd and 3rd grade classes. The data of the study were collected by the Metacognitive Reading Strategies Scale. As a result of the analyses, it was determined that the teacher candidates used reading strategies frequently, there was no meaningful difference in the level of using reading strategies according to the gender, and there were significant differences according to the departments and reading habits. The inclusion of reading strategies in curricula and in the educational process so that prospective teachers can maximize their use of reading strategies; making motivational, cognitive and behavioral contributions by instructors to direct students to read; longitudinal and qualitative research on the subject is recommended based on the findings of the research.
AU  - Özdemir, Serpil
DO  - 10.14686/buefad.381007
PY  - 2018
JO  - Bartın Üniversitesi Eğitim Fakültesi Dergisi
VL  - 7
IS  - 1
SN  - 1308-7177
SP  - 296
EP  - 315
DB  - TRDizin
UR  - http://search/yayin/detay/290642
ER  -