Universal Journal of Educational Research Vol. 7(4), pp. 1007 - 1013
DOI: 10.13189/ujer.2019.070412
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The Effect of Interactive Reading Aloud Activities on the Reader Self-perception of Primary School Students

Sümeyra Ceyhan ^*, Mustafa Yıldız
Faculty of Education, Gazi University, Turkey

ABSTRACT

The objective of this study is to examine the effect of interactive reading aloud activities on the reader self-perception levels. The study is an experimental study, which aims for revealing and describing the existing situation. The study group consists of 82 students receiving education at the second grade in a public school affiliated to the MNE (the Ministry of National Education) and located in Çankaya district of Ankara province. With 42 students included in the experimental group, "Interactive Reading Aloud" activities covering a total period of 33 course hours have been carried out for 11 weeks; as for 40 students in the control group, they have not attended these activities. In the study, "Reader Self-perception Scale" developed by Chapman and Tunmer [9] and adapted to Turkish language by Yıldız and Bulut [35] has been used as data collection tool. The obtained data have been analyzed by the statistical package SPSS. In consequence of analyses, it has been determined that the reader self-perception levels of the students having attended the interactive reading aloud activities are significantly high.

KEYWORDS
Reading, Reader Self-perception, Interactive Reading Aloud

Cite This Paper in IEEE or APA Citation Styles
(a). IEEE Format:
[1] Sümeyra Ceyhan , Mustafa Yıldız , "The Effect of Interactive Reading Aloud Activities on the Reader Self-perception of Primary School Students," Universal Journal of Educational Research, Vol. 7, No. 4, pp. 1007 - 1013, 2019. DOI: 10.13189/ujer.2019.070412.

(b). APA Format:
Sümeyra Ceyhan , Mustafa Yıldız (2019). The Effect of Interactive Reading Aloud Activities on the Reader Self-perception of Primary School Students. Universal Journal of Educational Research, 7(4), 1007 - 1013. DOI: 10.13189/ujer.2019.070412.