An examination on effectiveness of intertextual reading practices on secondary school students

This study aims to investigate the effect of intertextual reading practices on students' critical reading skills and perception of reader self-efficacy, and also to reveal their views on intertextual reading practices. Designed as a mixed method research, embedded design was used for the study. Pretest-posttest paired control grouped half-experimental method was chosen for the quantitative part of the study. The participants of the study were the 6th grade secondary school students attending Sait Güzelcan Secondary School in İzmir. The two of the classes, which had the smallest difference between their academic grade point averages in Turkish Language courses, were chosen as experiment and control groups. Both groups included 18 students each. The quantitative data was gathered via "Critical Reading Scale" developed by Ünal (2006), and "Reader Self-Efficacy Scale" developed by Ülper, Yaylı and Karakaya (2013). As for the qualitative data, semi-structured interview form was developed by the researcher. Statistical packet programs were used for the quantitative data while descriptive analysis was used for the qualitative data. Results show that there is no significant difference between the scores of pre-tests of the two groups. However, after the intertextual reading practices implemented in the experiment group, there found a statistical and significant difference between the two groups' scores in terms of the experiment group. The qualitative findings also support the quantitative findings of the study.