The effect of the thinking tracks strategy on reading motivation and readi̇ng comprehensi̇on

This study aims to examine the effects of Thinking Tracks Strategy on reading comprehension and reading motivation of third grade primary school students. In the study, a true experimental model with pre-test and post-test control groups was used. The study was conducted with 67 students studying in the third grade of a primary school in Gölyaka district of Düzce province in the 2020-2021 academic year. Randomly selected (n=34) students from this group constituted the experimental group and the other students (n=33) constituted the control group. The research lasted 8 weeks. The pre-test was administered in the first week and the post-test in the eighth week. The implementation of the Thinking Tracks Strategy was planned as 2 class hours per day with a total of 4 hours of class time per week. Experimental and control group students continued their lessons following the Primary School 3rd grade Turkish curriculum. The Thinking Tracks Strategy was applied to the students in the experimental group by the researcher in addition to the lessons. Since the schools were partially open due to the Covid-19 pandemic, the application was carried out with the experimental group students only on the days they came to school. In the gathering of the research data, the "Reading Comprehension Test" was used for reading comprehension data and the "Reading Motivation Profile Form" was used for reading motivation. Independent Samples t Test and ANCOVA were used to analyze the data. When the differences in post-test scores were examined, it was seen that there was a significant difference in favor of the experimental group. However, there was no significant difference in terms of reading motivation scores. As a result of the research, it is possible to say that the Thinking Tracks Strategy contributed positively to the reading comprehension performance of third grade primary school students. Key words: Thinking Tracks Strategy, Reading Comprehension, Reading Motivation