Metinlerarası Okuma ile Bütünleştirilen Analitik Yazma ve Değerlendirme Modelinin Özel Yeteneklilerin Okuduğunu Anlama ve Yazma Becerilerine Etkisi

Abstract

The aim of this study is to reveal the effect of the 6+1 Analytical Writing and Evaluation Model [AWEM], which is integrated with intertextual reading, on the reading comprehension and writing skills of gifted fourth grade students. The research has been carried out according to four-group semi-experimental pattern of quantitative research patterns. The study group consists of 28 gifted fourth-grade students. The experimental process of the study has lasted 7 weeks in accordance with the sub-dimensions of the 6+1 AWEM. The data of the study have been collected via the Intertextuality Reading Comprehension Test and 6+1 AWEM Rubric. In the study the data obtaineds were analyzed by dependent and independent samples t-test. In the study, it was concluded that 6+1 AYDM, which is integrated with intertextual reading, positively affects the reading comprehension and writing skills of specially talented fourth grade students. Moreover, while a pre-test effect on the reading comprehension level of gifted students has been determined, there has been found no pre-test effect on their writing achievements. On behalf of the sub-dimensions of the 6+1 AWEM Model of the experimental process, it has been revealed that the ideas, word selection and spelling and punctuation sub-dimensions did not differ in the experiment and control group and there was significant difference in other sub-dimensions. There is another conclusion reached in the study that experimental activities carried out with intertextuality and 6+1 AWEM Model positively affect the permanence of the reading comprehension and writing levels of the gifted fourth grade students.