The effect of Analytical Writing and Evaluation Model integrated with intertextual reading on reading comprehension and writing skills of gifted students

The aim of this study is to reveal the effect of the 6+1 Analytical Writing and Evaluation Model [AWEM], which is integrated with intertextual reading, on the reading comprehension and writing skills of gifted fourth grade students. The research has been carried out according to four-group semi-experimental pattern of quantitative research patterns. The study group consists of 28 gifted fourth-grade students. The experimental process of the study has lasted 7 weeks in accordance with the sub-dimensions of the 6+1 AWEM. The data of the study have been collected via the Intertextuality Reading Comprehension Test and 6+1 AWEM Rubric. In the study the data obtaineds were analyzed by dependent and independent samples t-test. In the study, it was concluded that 6+1 AYDM, which is integrated with intertextual reading, positively affects the reading comprehension and writing skills of specially talented fourth grade students. Moreover, while a pre-test effect on the reading comprehension level of gifted students has been determined, there has been found no pre-test effect on their writing achievements. On behalf of the sub-dimensions of the 6+1 AWEM Model of the experimental process, it has been revealed that the ideas, word selection and spelling and punctuation sub-dimensions did not differ in the experiment and control group and there was significant difference in other sub-dimensions. There is another conclusion reached in the study that experimental activities carried out with intertextuality and 6+1 AWEM Model positively affect the permanence of the reading comprehension and writing levels of the gifted fourth grade students.