Influences of Concept Oriented Reading Instruction On Reading Motivation and Reading Comprehension of Fourth Graders

Abstract

In this study, semi-experimental design was used in order to determine the effect of conceptoriented reading instruction on reading motivation and meanings of primary school students in Turkish lesson. Research took place in an elementary school in Burdur, Turkey, during 2014-2015 first term. The study’s participants were fourth-grade students from 2 classrooms. Measures of reading motivation and reading comprehension tests were given before and immediately after the 12 week intervention to children in CORI. Quasi-Exprimental design was implemented to investigate the effects of concept oriented reading instruction. In experimental CORI class instruction was given by the researcher. Besides, classroom teacher maintained the traditional instruction in control group. To define demographic features of the participants, personal information form was used. According to impact analysis, pre-test results of reading motivation scale points didn’t show a significant difference in both two groups (intergroup comparison), but according
to post-test results of reading motivation scale, points were increased significantly in experimental group. Reading comprehension achievement points of participants achieved from pre and post tests compared based on two groups. In terms of this comparison, there was no significant difference between experimental group and control group in pre-test points however experimental group points were significantly higher than the control group in post-test results.