The effect of mind and intelligence games on reading skills and reading attitudes of primary school first grade students

It is aimed to determine the effect of mind and intelligence games on primary school 1st grade students' reading skills and reading attitudes. Mind and intelligence games will contribute to students' reasoning, reading fluency, reading comprehension and their attitudes towards reading, and will be able to support the elimination of deficiencies in this field. In the research, a quasi-experimental design with pretest-posttest control group, which is one of the quantitative research methods, was used. The study group of the research consists of 36 first-year students studying at Selcuklu Primary School in Iscehisar district of Afyonkarahisar province in the 2021-2022 academic year. There were 18 students in the experimental group and 18 students in the control group. Groups were determined by criterion sampling method. Criteria in sample selection; primary school 1st grade students did not play intelligence games and the control group was the researcher's own class. Four types of data collection tools were used in the research; "The rubric for evaluating reading comprehension through reading comprehension", "Prosodic reading scale", "Attitude towards reading scale" and "Reading evaluation form". In the spring term of the 2021-2022 academic year, the experiment group was practiced with resfebe, word game, word hunt, anagram and memory card games, which are among the mind and intelligence games, for 10 weeks together with the pre-test, post-test and application process. In the control group, education continued in accordance with the program. Reading texts in the Primary School Turkish 1 Textbook were used in the evaluation of reading skills. Whether the scores of the groups from the measurements showed normal distribution or not was analyzed with the Shapiro-Wilk Test, Skewness and Kurtosis values, and it was concluded that the data were normally distributed. The research data were analyzed using the SPSS package program; percentage, frequency, arithmetic mean, dependent groups t-test and independent groups t-test. As a result of the research, it was determined that there were statistically significant differences in reading comprehension skills, prosodic reading, reading speed and reading attitudes of the experimental group students to whom mind and intelligence games were applied compared to the control group students. However, no significant difference was found in the reading errors of the experimental and control groups, and it was concluded that gender did not reveal a significant difference.