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Contemporary Approaches in Education and Communication

Edited By Hasan Arslan, Mehmet Ali Içbay, Alejandro J. Gallard and S. Lizette Ramos

This book presents a collection of papers written by researchers, teachers, administrators, analysts and graduate students working and doing research in the field of social sciences. The scientific studies include a wide range of topics from the analysis of social science textbooks to the teacher image in newspapers, the relationship between self-efficacy and cognitive level and the role of organizational silence on the loneliness of academics in work life.

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Investigation of Classroom Teacher Reading Strategies using Level Candidates (Seda Varan / Yasemin Sönmez)


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Seda Varan and Yasemin Sönmez

Investigation of Classroom Teacher Reading Strategies using Level Candidates

Abstract: The use of reading strategies to improve reading comprehension skills have great importance because of the growing responsibilities of future generations for teacher candidates. The purpose of this research is to determine the level of classroom teacher candidates’ reading strategies use levels. The working group of the Research are a total of 118 classroom teacher candidates studying at Bartin University, Faculty of Education Classroom teaching degree program. There were 20 fourth grade, 22 third grade, 30 second grade and 46 first grade. In the study, the survey model was used. The “Reading Strategies Cognitive Awareness Scale” developed by Karatay (2009), has been applied to classroom teacher candidates to determine their reading strategies use level. This scale that Cronbach’s Alpha reliability coefficient calculated as 88 is a 32-item scale. In the five-point Likert-type scale items are scored as “never do” 1, “Rarely do” 2, “Sometimes I do,” 3, “I usually do,” 4 and “I always do” 5. As a result, it has reached the conclusion that classroom teacher candidates’ reading strategies level did not differ in statistical significance in terms of gender and grade level. Scores from the scale resulted in the classroom teacher candidates’ stating that “they usually use” reading strategies (=3.53).


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