Evaluation of The Class Teachers' Applications That Enable Their Students to Use Metacognitive Reading Strategies During Fourth Grade Turkish Lessons: The Sample of Giresun Province

Metacognitive reading strategies is facilitating students’ reading process, let them to monitor, control and gives them chance to edit their reading process. The use of metacognitive reading strategies is also a learning process and is based at primary school, by primary school teachers. The purpose of this research is, class teachers who are working in the fourth grade of primiray schools, oppinions about what extend they found applicable to use of metaconitive reading strategies by students in reading activities of Turkish lessons. The working group of the research was fourth grade classroom teachers who worked in public primary schools in Giresun in the academic year of 2016-2017. In the collection, analysis and interpretation of the data, a mixed method consisting of quantitative and qualitative research methods was used. For the collection of quantitative and qualitative data: "Scale for the Use of Metacognitive Reading Strategies" developed by the researcher and the semi-structured interview form were used. . The results of the research showed that class teachers had quite positive views on the availability of metacognitive reading strategies used pre-while and post reading. The opinions of the class teachers did not change according to their sex, seniority, the number of teachers working with. According to qualitative findings of research, while classroom teachers use the strategy of asking questions as a pervasive reading strategy during pre-while and post reading, asking question strategy is supplemented by activating preliminary information in the preparation for reading, fluent reading in the while reading. It was also found that they used strategies of summarizing during the post reading.

Keywords

Metacognition, Metacognitive Reading Strategies, Instruction of Metacognitive Reading Strategies, Cl