Original article | International Journal of Language and Education Research 2023, Vol. 5(3) 194-214
Compatibility of 4th Grade Turkish Coursebook with International Pirls Applications in Terms of Reading Text Types and Comprehension Questions
Gözde Demirel Fakiroğlu
pp. 194 - 214 | DOI: https://doi.org/10.29329/ijler.2023.594.10 | Manu. Number: MANU-2311-25-0002.R1
Published online: December 12, 2023 | Number of Views: 31 | Number of Download: 117
Abstract
The aim of this study is to reveal the level of appropriateness of reading comprhension questions in 4th grade primary school Turkish coursebook. In addition, the distribution of text types have been analyzed. In this study, PIRLS results of 2021 application have been evaluated in Turkish context. Results have been evaluated in line with 4th grade Turkish teaching program which was published in 2019. The application procedure and the content of PIRLS is explained together with the attainments targeted in Turkish teaching program. In this study, the compatibility of 4th grade Ministry of Education Turkish book with the higher order thinking domains of PIRLS is evaluated. Those thinking levels are : Finding information clearly given in the text (20%), Making direct inference (30%), Interpreting by combining information and ideas (establishing a relationship between them) (30%), Examining and evaluating the elements, content and language use of the text (20%). For evaluation, in each unit the texts have been categorised according to text type and the utilized comprehesion questions for each text. Findings have shown that the distribution of comprehension questions according to four levels of higher order thinking targeted in PIRLS applications is not in a balanced number in each unit. In line with the findings in this study, suggestions for Turkish lessons and Turkish coursebooks are given.
Keywords: Turkish coursebook, Turkish teaching program, PIRLS, Higher order thinking skills, Comprehension questions, Text types
| How to Cite this Article? |
|---|
|
APA 6th edition Harvard Chicago 16th edition |
| References |
|---|
|
Akyol, H. (2003). Türkçe İlkokuma Yazma Öğretimi, Ankara: Gündüz Eğitim Ve Yayıncılık, American Psychological Association, Inc. (2002). Vol. 94, No. 2, 249–259 0022-0663/02/$5.00 DOI: 10.1037//0022-0663.94.2.249 Oklahoma State University Aytaş, G. (2005). Okuma Eğitimi. Türk Eğitim Bilimleri Dergisi, 3(4), 461-470. Retrieved from https://dergipark.org.tr/tr/pub/tebd/issue/26122/275180 Banditvila, C. (2020). The Effectiveness of Reading Strategies on Reading Comprehension, International Journal of Social Science and Humanity, 10(2), 46-50. Demirel, Ö. (1999).Türkçe Öğretimi, Ankara: Pegem A Yayıncılık. Dündar, H., & Akyol, H. (2014). Okuma ve Anlama Problemlerinin Tespiti ve Giderilmesine İlişkin Örnek Olay Çalışması. Eğitim ve Bilim, 39(171), 361-377. Glaiza T. J. (2020). Problem-Solving Skills and Academic Performance, Journal of World Englishes and Educational Practices (JWEEP) Pupils’ Reading Comprehension, 2(4), 01-09. Gómez Torres, N., & Ávila Constain, J. J. (2009). Improving Reading Comprehension Skills through Reading Strategies Used by a Group of Foreign Language Learners. HOW, 16(1), 55-70. Güneş, F. (2011). Dil Öğretim Yaklaşımları Ve Türkçe Öğretimindeki Uygulamalar, Mustafa Kemal University Journal of Social Sciences Institute, 8(15), 123-148. Güneş, F. (2012). Öğrencilerin Düşünme Becerilerini Geliştirme. TÜBAR-XXXII-/2012-Güz, 127-146. Ina V.S. Mullis, Michael O. Martin, and Jenny Liu In I.V.S. Mullis & M. O. Martin (Eds.), Context Quetsionnaire Framework. PIRLS 2021 Assessment Frameworks. MEB. (2019). İlköğretim Türkçe dersi öğretim programı (1-8. Sınıflar). Ankara: MEB. Mokhtari, K. & Reichard, C. A. (2002). Assessing Students’ Metacognitive Awareness of Reading Strategies, Journal of Educational Psychology. Mullis, I. V. S. & Martin, M. O. (2023). PIRLS 2021 Reading Assessment Framework, In I.V.S. Mullis & M. O. Martin (Eds.), PIRLS 2021 Assessment Frameworks, TIMSS & PIRLS International Study Center. Mullis, I. V. S., Martin, M. O. & Liu, J. (2023). PIRLS 2021 Context Questionnaire Framework, In I.V.S. Mullis & M. O. Martin (Eds.) PIRLS 2021 Assessment Frameworks, TIMSS & PIRLS International Study Center. Mullis, I. V. S., von Davier, M., Foy, P., Fishbein, B., Reynolds, K. A., & Wry, E. (2023). PIRLS 2021 International Results in Reading. Boston College, TIMSS & PIRLS International Study Center. Schmitz, A., Gräsel, C., & Rothstein, B. (2017). Students’ genre expectations and the effects of text cohesion on reading comprehension. Reading and Writing, 30(5), 1115-1135. Snow, C.E., Burns, M.S., & Griffin, P. (Eds.). (1998). Preventing reading difficulties in young children. Washington, DC: National Academy Press. Ültay, E. , Akyurt, H. & Ültay, N. (2021). Sosyal Bilimlerde Betimsel İçerik Analizi. IBAD Sosyal Bilimler Dergisi , (10), 188-201. Vatansever Bayraktar, H. & Girgin, S. (2021). İlkokul Döneminde Türkçe Öğretimi, Kamil Arif Kırkıç, Hatice Vatansever Bayraktar (Ed.), Kuramdan Uygulamaya İlkokul Eğitiminde Yenilikçi Öğrenme ve Öğretim içinde, (111-150). Yalçın, I. U. (2019). MEB İlkokul 4. Sınıf Türkçe Ders kitabı. Ankara: Özgün Yayınları. Yılmaz, M. (2008). Türkçe Okuduğunu Anlama Becerı̇lerı̇nı̇ Gelı̇ştı̇rme Yolları. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 5(9), 131-139.
|
