The effect of creative reading techniques upon various variables related with reading

In this study, it was aimed to determine the effects of creative reading techniques on reading comprehension achievement, reading attitude and reading intrinsic motivation. Mixed method, in which qualitative and quantitative methods are used together, was used in the research. Quasi-experimental design with pretest-posttest control group was used in the quantitative part of the research, and interview technique was used in the qualitative part. Appropriate sampling method was used in the selection of the study group. The study group of the research consisted of 40 sixth grade students (20 experimental group, 20 control group) in a public school in the 2021-2022 academic year. During the implementation process, activities planned according to creative reading techniques were given to the experimental group for ten weeks, three hours a week, and reading activities in the 6th grade Turkish textbook of the Ministry of Education were given to the control group. The reading comprehension achievement test developed by Ülper, Çetinkaya, and Bayat (2017), the reading attitude scale developed by Karahan (2018), and the reading intrinsic motivation scale developed by Kurnaz (2019) were pretest, posttest and permanency test to determine the reading comprehension success as a data collection tool. was used as In addition, "Semi-Structured Interview Form" was applied to the students in the experimental group in order to collect the opinions of the participants about the reading skill lessons at the beginning and end of the teaching process. Descriptive statistics for statistical solutions of quantitative data were performed with t-test for independent samples and two-way ANOVA for mixed measures. Content analysis was used in the analysis of qualitative data. At the end of the study, the reading comprehension success, reading attitude, and reading intrinsic motivation of the experimental group students of the reading skill lessons with creative reading techniques were found to be significantly higher than the control group students. With the interviews, it was determined that the experimental group students' views on reading skill lessons were quite positive compared to their views at the beginning of the process. At the end of the research; it was concluded that reading lessons with creative reading techniques increased reading comprehension success, reading attitude and reading intrinsic motivation.