The effect of story map method on different reading variables

The aim of this study is to examine the effect of story map method on reading comprehension, reading motivation, reading and prosody skills on primary school 4th grade students. In this study, since random assignment is not possible, a quasi-experimental model with pre-test and post-test unequaled control group was used. The research was completed in the second semester of the 2018-2019 academic year, with 2 branches consisting of 4th grade students studying at a private primary school in the Western Black Sea Region under the Ministry of National Education, over a period of 10 weeks. According to the lesson plans prepared by the researcher, the classroom teachers of the classes entered the lessons. In the study, the "Comprehension Scale of the Mistake Analysis Inventory" was used to measure the reading comprehension skills of 4th grade students, the "Prozodic Reading Scale" to measure prosodic reading skills, and the "Reading Motivation Form" to measure reading motivation. The data of the students' correct reading skills and prosody was scored by listening to the audio recordings. Whether the scores of branches 4A and 4B are normally distributed or not was determined by the Kolmogorov-Smirnov (K-S) Test. In analyzing normally distributed data, Paired Samples t-Test, Independent Samples t- Test, One-Way Analysis of Variance (Repeated Measures Anova), in analyzing data that do not show normal distribution Friedman, Wilcoxon Signed Ranks, Multiple Comparison Test, Mann-Whitney U Tests were used. As a result of the analysis of the research data; While no significant difference was observed in the control group's reading comprehension, reading motivation, correct reading percentage and prosodic reading skills, a positive difference was observed in the pretest, intermediate and posttest scores of the experimental group students who were applied the story map method in reading comprehension skills. There was a positive difference in reading motivation pre-test and post-test scores. A significant difference was observed in the pre and post test scores between the pre, intermediate, and posttest scores made to measure the percentage of reading accuracy. This situation shows that the story map method improves students' correct reading skills over time. A positive difference was also observed between the pre, intermediate and post test scores made to measure prosody skills. As a result of the research, it was determined that there was a significant difference in favor of the experimental group in the reading comprehension, reading motivation, correct reading and prosody skills of the story map method on 4th grade students. Keywords: Story Map Method, Reading Motivation, Prosody, Reading Comprehension, Percentage of Correct Reading