Öğrencilerin okuma stratejilerine ilişkin bilinçlilik düzeyi

This study investigated (a) the university students? existing reading strategyrepertoires, (b) the impact of instruction in top-down reading strategies on theirstrategic performance, (c) the strategies that students were able to apply in theirreading processes, and (d) the relationship between the students? reported frequencyof strategy use and the employment of strategies in their reading practice. The studywas conducted with 20 intermediate level students and their classroom teacher in theSchool of Foreign Languages at Erciyes University in the spring semester of 2006.After the first administration of the Reading Strategy Questionnaire, a three-week explicit strategy instruction in top-down reading strategies was provided.Following the treatment, the same questionnaire was administered a second time inorder to determine the effects of the consciousness-raising program. Think-aloudprotocols and post-treatment interviews conducted with 5 volunteer students enrichedthe study with qualitative data.The statistical correlation of the pre- and post-questionnaires showed thatthere were significant increases in the means of top-down strategies after thetreatment while a slight decrease occurred in students? bottom-up strategy use.However, think-aloud protocols demonstrated that students tended to use bottom-upstrategies more in their reading practice. These findings were also supported by theinterviews.Key words: Reading strategies, top-down reading strategies, bottom-up readingstrategies, reading strategy instruction, and strategic reader.