A reserach about reading comprehension skills of primary school preservice teachers of Turkish

In this research, Turkish Teaching 4.th class students? reading comprehension skills and usage of reading strategies were examined. Basic aim of this research is; to determine students metacognitive awareness, cognitive level about using reading strategies change according to reading process or not and their reading comprehension skills change according to type and structure of a text or not. Knowing sufficiency of education about these topics in Education Faculties Turkish Teaching Departments is also an important fact for evaluating teaching process. 350 students were chosen impartially from Gazi University Gazi Education Faculty, Kastamonu Education Faculty and Abant #zzet Baysal University Education Faculty. In order to evaluate reading comprehension skill a Reading Comprehension Test, which is based on text types, with 75 items and in order to determine students reading strategy level a Reading Strategy Scale with 33 items were developed. SPSS 11.5 (Statistic Package For Social Science) programme was used to describe data. These students? reading comprehension success differentiates significantly according to text types (informative, narrative, poetry). Girls Reading comprehension success; except for informative text, is higher and meaningful in narration and poetry when compared with boys. Students are more successful in poetry and they are poor in narration. Students are more successful in words and word groups and in paragraphs about reading comprehension success in text structure. In after reading period about complete text structure; students? level in comprehending text is poor when compared with words-word groups and paragraphs. Teacher nominees, usage of reading strategies is generally in middle level. Usage of reading strategy level changes according to reading process. Boys? cognitive awareness about reading strategies is higher and meaningful than girls. Usage of reading strategies is very little in after reading process. Effectiveness and cognitive awareness of 4th class students?; text comprehension and strategy skills should have been higher level. Education, given about reading comprehension skills in a text, in Education Faculties does not develop sufficiently students? cognitive awareness of reading comprehension evaluation level. Faculties, which educate new teachers, instructor need should be provided and sufficiency of education programs should be constructed again in a critical point of view.