A research on reading characteristics of gifted students

In this study, it is aimed to reveal the reading characteristics of gifted students. Reading motivation, metacognitive awareness level, reading quantity resulting from personal tendencies and reading behavior of gifted students in Science and Art Centers were measured. The relationships between reading motivation, reading amount and behavior were examined, and in addition, it was investigated whether reading motivation, reading quantity and behavior were a significant predictor of metacognitive awareness. The study group of the research consists of 402 students selected through easy sampling studying at the 2nd, 3rd, 4th, 5th and 6th grade levels in Balıkesir province in the 2022-2023 academic year. The research was conducted with the relational screening method, and the data was analyzed using descriptive statistics, correlation and regression analyses. According to the results of the research, gifted students' reading motivation, metacognitive awareness and reading behavior scores were at high levels, and their reading quantities resulting from personal tendencies were found to be at medium levels. As a result of the correlation analysis, it was seen that there was a significant relationship between the reading motivation of gifted students and their metacognitive awareness levels. According to the regression analysis performed to see whether reading motivation, reading amount and behavior have a predictive effect on metacognitive awareness; reading motivation and reading amount are significant predictors, yet reading behavior is not a significant predictor.