Improving reading comprehension skills through the SCRATCH program

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dc.authorscopusid57191500277
dc.authorscopusid35101765900
dc.contributor.authorPapatga E.
dc.contributor.authorErsoy A.
dc.date.accessioned2024-06-12T10:29:07Z
dc.date.available2024-06-12T10:29:07Z
dc.date.issued2016
dc.description.abstractThe aim of this study was to reveal how reading comprehension skills of elementary fourth graders who have problems in reading comprehension can be improved by means of the SCRATCH program. The study was designed as a participant action research. It was carried out within a 15-week process at an elementary school with middle socio-economic level in the Eskisehir province in the fall term of the 2015-2016 school year. The participants of the study were eight fourth graders who had problems in reading comprehension and were selected based on the criterion sampling method. Different data gathering tools were employed in different stages of the study. These were the Informal Reading Inventory, readability assessment rubric, participant selection form and identification forms for developmental level in reading comprehension for the quantitative data, and observation notes, a researcher diary, video recordings, teacher and student observation notes, and the projects the students prepared using the SCRATCH program for the qualitative data. In the study, the analysis of the quantitative data was done with correlation analysis, and Kendall W Test that shows inter-rater reliability. In addition, the identification forms for developmental level in reading comprehension were used to reveal the improvement in reading comprehension skills, and the Informal Reading Inventory was employed to score these forms. On the other hand, the qualitative data were analysed through the thematic analysis method, and MAXQDA was used for the analysis. As a result of the analyses, it was found that the reading level of the eight students who had problems in reading comprehension went up from the anxiety level to the instructional level in some forms, and even to the independent reading level in other forms; in other words, there was an improvement in the reading comprehension skills of all eight students. © IEJEE.en_US
dc.identifier.endpage150en_US
dc.identifier.issn1307-9298
dc.identifier.issue1en_US
dc.identifier.scopus2-s2.0-84991060681en_US
dc.identifier.scopusqualityQ3en_US
dc.identifier.startpage124en_US
dc.identifier.urihttps://hdl.handle.net/20.500.14551/17573
dc.identifier.volume9en_US
dc.indekslendigikaynakScopusen_US
dc.language.isoenen_US
dc.publisherInternational Electronic Journal of Elementary Educationen_US
dc.relation.ispartofInternational Electronic Journal of Elementary Educationen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectParticipant Action Research; Reading Comprehension; Scratch Programen_US
dc.titleImproving reading comprehension skills through the SCRATCH programen_US
dc.typeArticleen_US

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