Öğrenme stillerine dayalı okuma stratejileri eğitiminin okuduğunu anlama becerisi üzerine etkileri

This thesis aims to identify the effects of reading strategies instruction based on learning styles on reading comprehension of students. A total of 52 students participated in the study. There was an experiment and a control group in the study. There were 26 students in each group. Reading strategy instruction included teaching and practicing two cognitive language learning strategies that help to improve reading comprehension; note-taking and summarizing. The design of the courses was based on learning styles and courses were designed in the light of the 4MAT Model. Therefore, at the beginning of the study, participants in the experiment group were asked to complete Kolb?s Learning Style Inventory (Version 3.1, 2005). The results of the inventory revealed learning style preferences of the learners in the experiment group. According to the results of the survey, there were 17 ?assimilating? style learners, 4 ?accommodating? style learners, 2 ?converging? style learners whereas just one ?diverging? style learner in the experiment group.Before reading strategies instruction was given, participants in the experiment group and the control group were asked to take a test consisting of different reading texts and questions concerning note-taking strategy. The test also included questions assessing the use of graphic organizers as note-taking devices. The results of the test showed there was no statistically significant difference between the experiment and the control group at the beginning. Thereafter, note-taking strategy instruction was given to the participants in the experiment group. Meanwhile learners in the control group were taught reading through conventional method without the inclusion of strategy instruction based on learning styles. Following instruction procedure, the same test was administered to the experiment and the control group. The results of the post-test indicated that there was statistically significant difference between the experiment and the control group.Before summarizing strategy instruction, a test consisting of a reading passage to be summarized was given to the participants in the experiment and the control group. The results of the test showed there was not statistically significant difference between the experiment and the control group. After that, participants in the experiment group were given summarizing strategy instruction based on their identified learning styles while participants in the control group were taught reading through conventional methods. Afterwards, the same test was administered to see the differences between the experiment and the control group and the statistical analysis of the test results showed that there was statistically significant difference between the two groups. Thus, the results of the analysis revealed that reading strategies instruction based on learning styles was effective in terms of increasing comprehension of reading texts and improving reading skill of students.