Impact of context-based reading activities on concept development from the vocabulary of Bestami̇ Yazgan's tales

The aim of this study is to determine the vocabulary elements of the tale texts by Bestami Yazgan and to determine the effect of context-based tale reading activities on children's concept development. Content analysis technique was used in the section where the story texts of the research determine the vocabulary elements and pretest-posttest control group pattern, which was one of the semi-experimental research models, was used in the section on the concept development of context-based reading activities. In the study, two control groups (59 students) and two experimental groups (58 students) were selected from the fifth-grade students studying in Malatya Province Atatürk Secondary School in 2015-2016 academic year in order to examine the effects of context-based tale reading activities on concept development after the removal of the vocabulary elements in 146 tale texts in the 56 tale books of Bestami Yazgan. Context-based tale reading activities were conducted on 12 tale texts of Bestami Yazgan and studies were carried out on 25 concepts chosen from these tales. Each week, students of the experimental group conducted context-based reading, vocabulary and concept teaching exercises on two tale texts, while students of the control group continued their courses in accordance with the curriculum topics, the students in the control group, were asked to read two tale texts each week at the same time, and they were asked to do their reading and summary Studies under the supervision of their teachers. The concept knowledge form, which includes 25 concepts taken from tales in the experimental and control group, was applied as a pre-test and the same form was applied as a final test after six weeks of reading. The data were analyzed by transferring it to the IBM SPSS 22 statistical program. In the light of the findings obtained from the research, it was determined that Bestami Yazgan's tale texts had a rich content in terms of the elements of the existence of words and as the result of SPSS analysis, it was observed that context-based tale reading activities had a positive effect on the concept development of experimental students and no progress was made in the control group where read-only and summarizing activities were carried out. It has been determined that the concepts of Turkish origin were learned better than the concepts of foreign origin with context-based reading activities, that more success was achieved in the teaching of stereotyped concepts (proverbs+idioms) than other concepts and that girls are more successful than boys.