The strategy of reading comprehension which are used by primary school teacher

The purpose of this thesis to find out the level of using strategy of reading comprension by primary school teachers.The cosmos of this thesis made out by the 145 primary teachers who are on duty in central of Kütahya and the township of Kütahya such as Altıntaş,Aslanapa;Dumlupınar and Hisarcık and the sampling of this thesis makes out 100 primary school teachers in 2011-2012 education years in central of Kütahya , Altıntaş,Aslanapa,Dumlupınar and hisarcık which are the township of Kütahya.In this thesis using a scale modelof a descriptivecase study was prepared by the student .The measure consists of two chapters.In the first chapter there are a study about demographic characteristics of the teachers such as gender and seniority; what kind of education they had about reading comprensıon,whether they feel they are enough for reading comprension or not,thier thoughts about the importance of the readıng comprensıon and what they and their students have a time with when they are studing with reading comprension. In the second chapter of the thesis there are 3 steps for pre- reading stage,there are 6 steps for during reading stage and there are 13 steps for after reading stage.The teacher asked to mark on the alternative such as always sometimes and never to measure how often they use the strategies.In the thesis the following conclusion were reached.The majority of the teachers think that reading comprension strategies are always necessary yet they think that some of the reading passages are not suitable for reading compresion strategies in the text boks furthermore the teachers pointed out that in some cases classes outnumber and there isnt enoug time to use reading comprension strategies.In the pre-reading strategies the most commanly used strategy which is into action the previous informatıon, the starategy which create expectation is used at least.In the during reading strategies the most commanly used strategy is call to answer question and asking new question,the least used strategy is the note taking to the edge of the text.The commonly used strategy in after reading strategies is answer the questions and strategic note taking strategy is used at least.It has been cocluded that training received by the teachers on reading comprension strategies did not differ signifigantly between their gender.Significant differences by gender was observed that use of Mental Picture,search answer for the questions and ask new questions, not follow the word but follow the thoughts,use of frequency map of the story .Looking at the overall statistics were much higher than the frequency of female teachers use these strategies.It is noticed that there is no diffirences in frequency of use of other strategies.The primary school teachers who has different seniority, use reading comprension strategies in Turkish Lessons. There are very few teachers use strategies.There is an important difference between what kind of teachers received traning on reading comprension strategies and their severance.The teachers with less senitory stated that they received the necessary training in the license.There is a significant differences between the classroom teachers levels of revive in the mind,using the strategy of highligting and their seniority.Key Words: Reading, Comprehension, Reading Comprehensıon, Reading Comprehension Strategies.