Effect of Reading Books on Vocabulary Development of Primary School Fourth Grade Students

Merve Gür; Özgür Babayiğit

Makale detayları

Effect of Reading Books on Vocabulary Development of Primary School Fourth Grade Students

Yazarlar:

Merve Gür | Özgür Babayiğit

Yayıncı:

Dokuz Eylul University

Ana Başlıklar:

Alan Eğitimleri (Diğer)

Dergi:

Batı Anadolu Eğitim Bilimleri Dergisi Vol.16 Issue 2, pp.2542-2560

Belge Tipi:

Makale

Yayın Tarihi:

8/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001346717

pISSN:

1308-8971

Anahtar kelimeler:

Özet:

 The aim of this research is to examine the effect of book reading on the vocabulary development of fourth-grade primary school students. The study is a pre-test-post-test control group experimental design, one of the quantitative research methods. The research sample consists of 60 fourth-grade students at a primary school in Ankara. The experimental group of the research consists of 30 students who were made to read silently for 30 minutes every day for three months, and the control group consists of 30 students who were not made to do this application. The students wrote compositions on the subject of family before and after the research. As a pre-test-post-test, the number of different words in the compositions written by the students was calculated. The data were analyzed using t-test. The experimental and control groups are equivalent in terms of pre-tests. It was found that there was a significant increase in the vocabulary of the experimental group after the book reading application, t297.78, p0.01. While the average vocabulary of the experimental group students before the book reading application was x 61.00, it increased to x 97.20 after the application. The students in the experimental group increased their vocabulary by 36.20 words in three months. The vocabulary of the fourth grade primary school students who did regular and controlled book reading activity for 30 minutes every day increased by 59 in the three-month education-training period. There was a significant difference between the number of different words used in the post-tests of the experimental group and the control group, t5810.45, p0.01. The number of different words used in the post-test by the experimental group x 97.20 was higher than that of the control group x 54.73.

 The aim of this research is to examine the effect of book reading on the vocabulary development of fourth-grade primary school students. The study is a pre-test-post-test control group experimental design, one of the quantitative research methods. The research sample consists of 60 fourth-grade students at a primary school in Ankara. The experimental group of the research consists of 30 students who were made to read silently for 30 minutes every day for three months, and the control group consists of 30 students who were not made to do this application. The students wrote compositions on the subject of family before and after the research. As a pre-test-post-test, the number of different words in the compositions written by the students was calculated. The data were analyzed using t-test. The experimental and control groups are equivalent in terms of pre-tests. It was found that there was a significant increase in the vocabulary of the experimental group after the book reading application, t297.78, p0.01. While the average vocabulary of the experimental group students before the book reading application was x 61.00, it increased to x 97.20 after the application. The students in the experimental group increased their vocabulary by 36.20 words in three months. The vocabulary of the fourth grade primary school students who did regular and controlled book reading activity for 30 minutes every day increased by 59 in the three-month education-training period. There was a significant difference between the number of different words used in the post-tests of the experimental group and the control group, t5810.45, p0.01. The number of different words used in the post-test by the experimental group x 97.20 was higher than that of the control group x 54.73.

 The aim of this research is to examine the effect of book reading on the vocabulary development of fourth-grade primary school students. The study is a pre-test-post-test control group experimental design, one of the quantitative research methods. The research sample consists of 60 fourth-grade students at a primary school in Ankara. The experimental group of the research consists of 30 students who were made to read silently for 30 minutes every day for three months, and the control group consists of 30 students who were not made to do this application. The students wrote compositions on the subject of family before and after the research. As a pre-test-post-test, the number of different words in the compositions written by the students was calculated. The data were analyzed using t-test. The experimental and control groups are equivalent in terms of pre-tests. It was found that there was a significant increase in the vocabulary of the experimental group after the book reading application, t297.78, p0.01. While the average vocabulary of the experimental group students before the book reading application was x 61.00, it increased to x 97.20 after the application. The students in the experimental group increased their vocabulary by 36.20 words in three months. The vocabulary of the fourth grade primary school students who did regular and controlled book reading activity for 30 minutes every day increased by 59 in the three-month education-training period. There was a significant difference between the number of different words used in the post-tests of the experimental group and the control group, t5810.45, p0.01. The number of different words used in the post-test by the experimental group x 97.20 was higher than that of the control group x 54.73.

 Bu araştırmanın amacı, kitap okumanın ilkokul dördüncü sınıf öğrencilerin kelime hazinesi gelişimine etkisini incelemektir. Çalışma, nicel araştırma yöntemlerinden ön test-son test kontrol gruplu deneysel desendedir. Araştırma örneklemi Ankarada bir ilkokulun 60 dördüncü sınıf öğrencisidir. Araştırmanın deney grubunu üç ay boyunca her gün 30 dakika sessiz okuma yaptırılan 30 öğrenci, kontrol grubunu bu uygulamanın yaptırılmadığı 30 öğrenci oluşturmaktadır. Öğrenciler araştırma öncesinde ve sonrasında aile konulu kompozisyon yazmışlardır. Ön test-son test olarak, öğrencilerce yazılan kompozisyonlardaki farklı kelimelerin sayısı hesaplanmıştır. Veriler t-testi kullanılarak analiz edilmiştir. Ön testler bakımından deney ve kontrol grupları denktir. Deney grubunun kitap okuma uygulaması sonrasında kelime hazinelerinde anlamlı bir artma olduğu bulunmuştur, t297,78, p0,01. Deney grubu öğrencilerinin kitap okuma uygulama öncesi kelime hazineleri ortalaması x 61,00 iken, sonrasında x 97,20ye yükselmiştir. Deney grubundaki öğrencilerin üç ayda kelime hazinelerinde 36,20 kelime artış olmuştur. Her gün 30 dakika düzenli ve kontrollü kitap okuma etkinliği yapan ilkokul dördüncü sınıf öğrencilerin kelime hazinesi, üç aylık eğitim-öğretim sürecinde 59 artış göstermiştir. Deney grubu ile kontrol grubunun son testlerinde kullandıkları farklı kelime sayıları arasında anlamlı farklılık vardır, t5810,45, p0,01. Deney grubunun son testte kullandıkları farklı kelime sayıları x 97,20, kontrol grubuna x 54,73 göre daha yüksektir.

Makale detayları

Effect of Reading Books on Vocabulary Development of Primary School Fourth Grade Students

Yazarlar:

Merve Gür | Özgür Babayiğit

Yayıncı:

Dokuz Eylul University

Ana Başlıklar:

Alan Eğitimleri (Diğer)

Dergi:

Batı Anadolu Eğitim Bilimleri Dergisi Vol.16 Issue 2, pp.2542-2560

Belge Tipi:

Makale

Yayın Tarihi:

8/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001346717

pISSN:

1308-8971

Book

reading

primary school

vocabularyKitap

okuma

ilkokul

kelime hazinesi

Sayı

Makale detayları

Yazarlar: Merve Gür | Özgür Babayiğit

Yayıncı: Dokuz Eylul University

Ana Başlıklar: Alan Eğitimleri (Diğer)

Dergi: Batı Anadolu Eğitim Bilimleri Dergisi Vol.16 Issue 2, pp.2542-2560

Belge Tipi: Makale

Yayın Tarihi: 8/2025

Belge Dili: Türkçe

Document ID (Org No.): 2001346717

pISSN: 1308-8971

Sayı

Yazarlar:

Merve Gür | Özgür Babayiğit

Yayıncı:

Dokuz Eylul University

Ana Başlıklar:

Alan Eğitimleri (Diğer)

Dergi:

Batı Anadolu Eğitim Bilimleri Dergisi Vol.16 Issue 2, pp.2542-2560

Belge Tipi:

Makale

Yayın Tarihi:

8/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001346717

pISSN:

1308-8971