SCALE DEVELOPMENT STUDY OF SECONDARY SCHOOL STUDENTS FOR ADVANCED READING AWARENESS
DOI:
https://doi.org/10.46827/ejes.v7i11.3397Keywords:
reading, advanced reading, metacognitive reading, scale developmentAbstract
Reading is defined as the reader perceiving and interpreting written symbols using their physical and mental processes. Reading is one of the four basic language skills and it is also a type of communication between the reader and the writer. Many concepts such as “critical reading, strategic reading, implicit reading, advanced reading” have come to the fore about the reading process carried out by the reader. Forward reading, which is one of the prominent concepts, is the way of reading that is carried out by using appropriate strategies in the whole reading process, before reading, during reading and after reading, and one of the strategies used in reading forward is metacognition strategies. The concept of metacognition can be referred to simply as "thinking about thinking". In this study, it was aimed to develop the Advanced Reading Awareness Scale, which aims to measure the advanced reading awareness of middle school students using metacognition strategies. In order to determine the construct validity of the developed scale, Exploratory Factor Analysis was performed with the data obtained from a group of 513 students formed by middle school students, and then Confirmatory Factor Analysis with data obtained from a different group of 141 people. After applying the scale in two different groups of middle school students, the reliability of the scores was determined by calculating the Cronbach alpha internal consistency coefficients. As a result of Exploratory Factor Analysis, it was determined that the draft scale of 58 items consisted of 21 items and three dimensions. The Confirmatory Factor Analysis also confirmed the three-factor structure of the Advanced Reading Awareness Scale, consisting of 21 items. The scale consists of three dimensions: “pre-reading (planning), reading order (process monitoring) and post-reading (evaluation)”. When the reliability evidences and validity evidences obtained as a result of these analyzes are evaluated together, the Advanced Reading Awareness Scale, which was developed, was found to be a valid and reliable scale that can be used in future studies.
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