The main purpose of this study is to define the effect of the juvenile fiction on secondary school students' reading skills. In the study; 6th grade students', reading juvenile fiction, attitudes to reading, reading speed, comprehension ability of what's read are examined. The group
of students reading juvenile fiction is compared to the ones not reading in terms of reading skills. The research is designed with pre-test and post-test having experimental and control groups. The study is carried out at a secondary school in Kirsehir, Turkey. Achievement Test I which
is developed by the researcher and Reading Attitude Scale developed by Ozbay and Uyar (2009) are used in order to define the accreditation of experimental and control group. Reliability analysis of Achievement Test is performed on an eighty students group with KR-20 and the reliability
value is defined as 0,61. Moreover, Achievement Test II is developed as a post- test and KR- 20 value is defined as 0,67. The construct validity of the scale is provided by using EFA and CFA analysis on 200 secondary school students. For Cronbach Alpha ratio of Attitude Scale, the result
is determined as 0,89. There are 24 students each of the experimental and control groups. Within the scope of the study, the students in the experimental group are made five juvenile fiction read. The acquired data is analyzed with independent t- test technique. Findings reveal that the reading
attitudes and reading skill scores of the experimental group are meaningfully different in positive regard. There isn't any meaningful difference observed in the comprehension skills of the experimental and control group.
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Document Type: Research Article
September 1, 2013
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Reading Improvement publishes reports and creative theoretical papers dealing with every aspect of reading improvement, and at all levels of instruction. Articles dealing with encoding and decoding, special education, handwriting, art, and literature in relation to K-12 are included in the sphere of interest. Preference is given to manuscripts that promise better understanding of reading and for improving the reading process.
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