Evaluation of classroom teachers' levels of using metacognitive reading strategies in the Turkish lesson

Metacognitive reading; It is based on the use of certain strategies before, during, and after reading. After learning to read in primary school, various metacognitive strategies are used by students. Classroom teachers activate their students' pre-reading, reading and post-reading strategies by having their students read various reading texts in Turkish lessons. In this study, it was aimed to examine the level of 4th grade teachers' use of metacognitive reading strategies in Turkish lessons. In the research, scanning model was used. The sample of the research consists of 299 classroom teachers working in the 4th grade of primary schools in the city center of Diyarbakır in the 2021-2022 academic year. In the study, the Metacognitive Reading Strategies Usage Scale (ÜOSK) developed by Özen and Durkan (2016) was used. The data obtained from the UPSC were analyzed using the SPSS 24.0 package program. In the research, it was revealed that primary school teachers "mostly applied" metacognitive reading strategies in the 4th grade Turkish lesson. In addition, it was determined in the study that primary school teachers mostly use "post-reading" and then "reading preparation" strategies among metacognitive reading strategies. It has been determined that the least used reading strategy by the classroom teachers is the reading assessment strategies. Classroom teachers have few practices in writing what they want to learn from the text they will read, using graphic organizers (tables, charts, venn diagrams, visuals related to the text, story maps, etc.) related to the chapter they are reading, finding side ideas about the text, asking students to keep a learning diary. concluded that they were used. It was concluded that the practices most frequently used by classroom teachers were asking students what they thought about the text after reading the title of the text, asking students to establish cause-effect relationships throughout the reading, asking them to answer the questions prepared for the text, and asking them to evaluate what they read contributed to their knowledge.Keywords: Reading comprehension strategies, reading strategies, Turkish lesson, metacognition, metacognitive reading strategies.