The effectiveness of the cooperative integreated reading and composition technique on the Turkish course achievement and regarding to Turkish course at the 5 th grade elemantary education

The main purpose of this experimental research is to compare the effects of Cooperative Integreated Reading and Composition technique on the Turkish Languages achievement and attitudes toward Turkish Course at the 5 grade elementary education. The subjects of the study consisted of 8 1 5 grade students from an elemantary school in Mersin. The study lasted for 9 weeks. The units of sets reading comprehension, listening comprehension had been chosen and thougt to the experimental group by cooperative integreated reading and composition technique and to the control group by using whole class teacging technique. The measurement intruments used in the study were Turkish Languages achievement test and attitude scale toward Turkish Course. Both insturements had been used as pretest and posttest to the experimental and control groups. In conclusion, it had been found that there were significiant differences between achievement and on their attitudes (except for only one subscale) toward Turkish Course of the two groups. From this result, it can be said that the cooperative integreated reading and composition technique is more effective than the whole class teaching on Turkish Languages Achievement.Key Words: Cooperative Learning, Cooperative Integreated Reading and Composition, Turkish Learning, Elemantary Education, Academic Achievement, Relating to Attitude Turkish Course, Cooperative Learning, Teaching Methots, Primary School.