The effect of reciprocal teaching technique on 7th grade students 'reading motivation, reader self-perception, reading comprehension achievement and students' opinions on applications

The purpose of this study is to determine the effects of reciprocal teaching technique on reading motivation, reader self-perception, reading comprehension success of middle school students and to reveal the students' opinions about the application. In the study, explanatory sequential design from mixed research methods was used. While the quantitative dimension of the research was made using pre-test post-test control group random design from real experimental designs, interview from qualitative research techniques was used in the qualitative dimension of the research. The sample of the study consists of 52 students studying in the 7th grade at İskele Secondary School in Tuşba district of Van, 26 of whom are in the experimental group and 26 of whom are in the control group. The data of the study were collected with 'Reading Motivation and Reading Commitment Scale', 'Reader Self-Perception Scale', 'Reading Comprehension Achievement Test' and 'Semi-structured Interview Form'. The data obtained in the study were analysed through JAMOVI 2.3.28 software. According to the results of the study, it was found that there was a significant difference between the experimental group and the control group in favour of the experimental group regarding reading comprehension achievement. Based on these findings, it has been determined that the reciprocal teaching technique offers more effective results in reading comprehension achievement than the current curriculum. In the study, the effect of reciprocal teaching technique on reading motivation was also examined. According to the post-test results in the study, it was found that there was a significant difference between the experimental group and the control group in favour of the experimental group. The effect of the technique used in the study on reader self-perception was also evaluated. In this context, according to the results, significant differences were found between the experimental group and the control group in favour of the experimental group. The last results obtained in the study are the findings related to the opinions of the students in the experimental group about the reciprocal teaching technique. According to these results, the participants stated that the reciprocal teaching technique improved students' vocabulary, increased their reading comprehension skills and contributed to their gaining different perspectives. The students stated that this technique positively affected their success not only in Turkish but also in other courses. In line with the results obtained in the study, various suggestions were given.