The relationship between the reading habits and attitudes and metacognitive comprehension awareness, reading comprehension and reading attitudes

The aim of the study is to analyze the correlation between studying habits and attitudes of fifth-grade students and their metacognitive awareness of reading comprehension, and the correlation between their reading comprehension and reading attitude. 313 fifth-grade students consisted the sample group of the study using relational screening model. Studying habits and attitudes of the students were calculated by "SSHA-Survey of Studying Habits and Attitudes, Form C", developed by Brown and Holtzman; their metacognitive awareness of reading comprehension by "Survey of Metacognitive Awareness of Reading Comprehension"; their level of reading comprehension in regards to Turkish class measured bythe 'balloon text' written by Demirel in 1995 and made suitable for the sample group by Saraç. Lastly, their reading attitudes weremeasured by "Survey of Reading Attitudes", developed by McKenna and Kear in 1990. Moreover, students' level of success has been identified by their grades from school reports of the first term of fifth grade. The data obtained were coded in SPSS 16.0 statistics program. As the result of the study, it was found that the study orientation points of the students were higher than the average and that their study attitudes were higher than their studying habits. There was a mid-scale, positive and significant correlation between the sub-dimensions of their studying attitudes and habits. Studying attitudes and habits were found to be significantly higher in girls than boys; in students who had pre-school educationthan those who did not and lastly in those who like dreading than those who did not. Their studying habits and attitudes showed an increase depending on the increase in their parents' level of education. Points related to metacognitive awareness of reading comprehension, reading comprehension and attitudes was found to be higher in girls than boys; in students who had pre-school education than those who did not, and lastly in students who like reading than those who do not. The levels of correlation between students' success in Turkish and their study orientation; between their metacognitive awareness of reading comprehension, reading comprehension and studying habits with their studying orientation; between their metacognitive awareness of reading comprehension, reading comprehension and reading attitude with study orientation, and between their metacognitive awareness of reading comprehension and reading attitude with their study attitudes was found to be positive, mid-scale and significant. However, the level of correlation between their metacognitive awareness of reading comprehension and reading comprehension was found to be positive, low-scale and significant.