Determining secondary school students' concerns on reading aloud and investigation of this anxiety in terms of various variables

Reading, one of the four basic language skills, is more important than speaking, writing and listening skills in terms of having both comprehension and transfer skills.It is possible for the individual to perform both the comprehension and transfer functions in a healthy way, with a correct and understandable reading aloud. Reading aloud is one of the difficult activities to do at home, in the classroom, or in front of a community. The main factor in this is anxiety. Anxiety has affective, physical and cognitive dimensions. Removing or reducing these effects will ensure a healthy development of comprehension and transfer skills. In this direction, the aim of this study is to determine the anxiety of secondary school students against reading aloud in this period, which is called early learning, and to examine this anxiety according to various variables. In this context, the current study was designed based on the descriptive research model, which is one of the quantitative research approaches. The sample of the study consists of four secondary school students affiliated to Muş provincial directorate of national education, selected by convenient sampling method from non-random sampling methods, and the population consists of 408 students studying in secondary schools affiliated to Muş provincial directorate of national education. To determine this anxiety and to analyze it in terms of various variables, the 34-item "Aloud Reading Anxiety Scale", which I developed myself, was applied. As a result of the measurements, it was revealed that the secondary school students' anxiety towards reading aloud was not very high. In addition, while there were no significant differences in gender, socio-economic level and class variables, it was found that younger students experienced more anxiety than older students in the age variable.