The The Effects of Teaching Informative Text Through Processual Model on Reading Comprehension Skills

Abstract

This study was carried out in order to search the effects of teaching informative text structures through processual model on the reading comprehension skills of 4thgrade students. The research was designed in accordance with experimental model with pre-test-post-test control groups. The study group of the study consisted of 62 fourth grade students who receive their education in 2012-2013 school year in a state school located in the province of Konya, Turkey. Teaching of the informative texts was carried out for 10 weeks basedon the processual model in the experimental group, and based on the curriculum of Turkish course in the control group. As data collection tools, Reading Comprehension Test and Awareness Test of Informative Text Structures were used in the research. Mean, standard deviation, unpaired t-test, and one-wayanalysis of variance were used in the analyses of the study data. Results of the study have revealed that there are significant differences between the reading comprehension levels and awareness of informative text structures on behalf of the experimentalgroup that learned informative texts through processual model.

Keywords

• informative text
• text structures
• and to understand the topic (Dönmez &Yazıcı
• 2006). Good readers have advanced strategies that they use to comprehend what they read (Vacca &Vacca
• 2005).The demonstration of comprehension strategies by teachers and the teaching of these strategies as models or guides will enable students to learn and use them effectively. Students who successfully learn these strategies will be readers who are independent from their teachers (National Reading Panel [NRP]
• 2000). At the end of the provided reading trainings
• it should be aimed to develop independent readers who can actively use comprehension strategies.Recently
• reading researchers have been especially interested in comprehension trainings and developed various comprehension models. İnteractive and processual comprehension models
• which are two of the comprehension models developed within the frame of constructivist approach
• are commonly known and used (Güneş
• 2007).Processual model is a comprehension model that was developed by Kintsch and Van Dijk (1978). In the related literature
• the processual model has names such as situation
• construction-integration and comprehension model. According to processual model
• in order to understand a text
• the information given in the text should be reconstructed in a systematic way. It works in accordance with the principle of creating mental representations in the process of understanding texts. In this model
• comprehension processes including the process and mental construction of the information given in the text are explained. At the level of micro structures and macro structures
• the information given in the text are chosen
• ranked
• and organized in accordance with the prior knowledge of the reader
• structure of the texts
• and the rank of importance. At the level of micro structures
• construction of the meaning of a word
• a clause
• or a sentence is conducted. On the other hand
• at the level of macro structures
• the meaning of the paragraphs
• significant parts
• or the whole of the text is conducted. At the same time
• organizational structure of the text (description
• sequence
• cause and effects etc.) is also a macro structure that makes the text easy to understand. Comprehension of the text occurs as a result of the association of the micro and macro structures and prior knowledge of the reader. As these processes are repeated
• automatic comprehension skills of the students will improve. With its different aspect
• this model is not a model in which only meaning units are generated. It is a model that includes components such as visual images and emotions along with personal experiences (Kintsch &Dijk
• 1978; Kintsch
• 2002; Kintsch &Kintsch
• Reading comprehension
• processual model