The effect of strategic note taking on the reading comprehension skills of 6th grade students

Strategic note taking method is a kind of method which takes part in the whole learning process,helps the student be active mentally during the reading period, enables to organise information and to make the learning permanent.Strategic note taking covers all the steps of reading process (pre-reading,during reading,post-reading).In this method , teacher, who is in a directive position, helps the knowledge become permanent by giving immediate feedback.Strategic note taking increases the forecast ability of students,helps them to focus attention before starting reading,contributes to compile the knowledge at the end of the reading. The aim of this study is to determine whether the strategic note taking method has an effect on the reading comprehension skills of 6th grade students or not.The study group of this research consists of 38 students attending Akçamescit Secondary School in Bartin in the second term of 2018-2019 Education year. In this research two groups were constituted called test group and control group.Each group consists of 19 students.The students taking part in the test group were given reading training by using the strategic note taking method. The students taking part in the control group were trained in a traditional way.This practice continued 6 weeks. 4 weeks were used for the application of reading training and 2 weeks for evaluation of this practice. Reading training was applied 4 hours per week and totally 16 hours in 4 weeks. In this study semi-experimental model with pre-test/post-test control group was used.To acquire data 'Reading Comprehension Skill Evaluation Rubric', to analise the acquired data Shapiro-wilk and dependent/independent samples t-test were used.The significance level of this study was accepted as 0.005. At the end of the Research: 1. A significant difference was seen between the pre-test score averages and post-test score averages which the test group students took from the reading comprehension skill evaluation rubric. Also,a significant difference wasn't seen between the pre-test score averages and the post-test score averages which the students took from the reading comprehension skill evaluation rubric. 2. When the post-test score averages which the experimental group student and control group students took from the reading comprehension skill evaluation rubric, a significant difference was seen on behalf of the experimental group. Keywords: Reading, Reading Comprehension, Strategic Note Taking Method, 6th Grade Student