ÜSTBİLİŞSEL OKUMA STRATEJİLERİ ÖĞRETİMİNİN ÖĞRENCİLERİN ÜSTBİLİŞSEL FARKINDALIĞI, İNGİLİZCE OKUMA BAŞARISI VE ÖZ YETERLİKLERİNE ETKİSİ

References (6)

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5. Ackerman, R. ve Thompson, V.A. (2017). Meta-reasoning: Monitoring and control of thinking and reasoning. Trends in Cognitive Sciences, 21(8), 607-617. Aydemir, M. ve Karaman, S. (2017). Üstbilişsel etkinliklerin uzaktan eğitim öğrencilerinin üstbilişsel seviyeleri ve ders çalışma süreçleri açısından incelenmesi. Eğitim Teknolojisi Kuram ve Uygulama, 7 (2), 18-40. Baddareen, G., Gaith, S. ve Akour, M. (2015). Self efficacy, achievement goals, and metacognition as predicators of academic motivation. Procedia Social and Behavioral Sciences, 191, 2068- 2073. Bandura, A. (1989). Regulation of cognitive processes through perceived self-efficacy. Developmental Psychology. 25, 729-735. Bandura, A. (1994). Self-efficacy. In V. S. Ramachaudran (Ed.), Encyclopedia of Human Behavior (pp. 71-81). New York: Academic Press. Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W.H. Freeman and Company. Bandura, A. (2006). Adolescent development from an agentic perspective. In F. Pajares ve T. Urdan(Ed.). Self-efficacy beliefs of adolescents, (pp. 1-43). Greenwich, CT: IAP - Information Age Publishing. Boakye, N. A. N. Y. (2015). The relationship between self-efficacy and reading proficiency of first-year students: an exploratory study. Reading and Writing, 6 (1), 52. Bloom, B. S. (2012). İnsan nitelikleri ve okulda öğrenme. (Çev. D. A. Özçelik). Ankara: Pegem Akademi. Brown, A. L. (1978). Knowing when, where and how to remember: a problem of metacognition. Washington: National Inst. of Education. Büyüköztürk, Ş. (2011). Sosyal bilimler için veri analizi el kitabı. Ankara: Pegem. Can, A. (2017). SPSS ile Bilimsel araştırma sürecinde nicel veri analizi. Ankara: Pegem. Chamot, A.U (2004). Issues in language learning strategy research and teaching. Electronic Journal of Foreign Language Teaching, 1(1), 14-26. Çubukçu, F. (2008). How to enhance reading comprehension through metacognitive strategies. Uluslararası Sosyal Araştırmalar Dergisi, 1(2), 83-93. Çubukçu, F. (2009). Metacognition in the classroom. Procedia Social and Behavioral Sciences, 559– 563. Demirel, Ö.(2007). ELT methodology. Ankara: Pegem. Demirel, Ö. (2011). Yabancı dil öğretimi. Ankara: Pegem. Flavell, J. H. (1979). A new area of cognitive-developmental inquiry. Metacognition and Cognitive Monitoring, 34(10), 906-911. Üstbilişsel Okuma Stratejileri Öğretiminin Öğrencilerin Üstbilişsel Farkındalığı, İngilizce.
6. Öztürk, E. (2012). Okuma stratejileri üstbilişsel farkındalık envanteri’nin Türkçe formunun geçerlik ve güvenirlik çalışması, Elementary Education Online, 11(2), 292- 305. Öztürk, B. ve Kurtuluş, A. (2017). Ortaokul öğrencilerinin üstbilişsel farkındalık düzeyi ile matematiköz yeterlik algısının matematik başarısına etkisi. Dicle Üniversitesi Ziya GökalpEğitim Fakültesi Dergisi, 31, 762-778. Pressley, M. (2006). Reading instruction that works: The case for balanced teaching (3rd ed.). New York: The Guilford Press. Pressley, M. ve Gaskins, I.W. (2006). Metacognitively competent reading comprehension is constructively responsive reading: How can such reading be developed in students?. Metacognition Learning, 1, 99–113. Pressley, M., ve Harris, K.R. (2012). Cognitive strategies instruction: from basic research to classroom instruction. Alexander, P.A and Winne, P.H. (Ed). Handbook of Educational Psychology. NY: Taylor and Francis. Qanwal, S. ve Karim, S. (2014). Identifying correlation between reading strategies instruction and l2 text comprehension. Journal of Language Teaching and Research, 5(5), 1019-1032. Razi, S. (2010). Effects of metacognitive reading program on the reading achievement and metacognitive strategies. Yayımlanmamış Doktora Tezi. Dokuz Eylül Üniversitesi, İzmir. Rashtchi, M. ve Keyvanfar, A. (2002). Quick’n’ easy ELT. Tehran: Rahnama Publications. Reid, G. (2007). Learning styles and inclusion. London: Paul Chapman Publishing. Salatacı, R. ve Akyel, A. (2002). Possible effects of strategy instruction on L1 and L2 reading. Reading in a Foreign Language, 14 (1). Schmit, M.C. (1986). The roots of metacognition: An historical review. Paper presented at the Annual meeting of reading conference, Austin, Texas. Schunk, D. H. (2003). Self-efficacy for reading and writing: Influence of modeling, goal setting, and self-evaluation. Reading and Writing Quarterly,19, 159-172. Schunk, D. H., ve Zimmerman, B. J. (2007). Influencing children’s self-efficacy and self-regulation of reading and writing through modeling. Reading and Writing Quarterly, 23(1), 7-25. Senemoğlu, N. (2010). Gelişim öğrenme ve öğretim kuramdan uygulamaya. (16. Baskı). Ankara: Pegem. Selçioğlu Demirsöz, E. (2014). Bilişüstü farkındalık ve geliştirilmesi metacognitive awareness and its developing. Trakya Üniversitesi Eğitim Fakültesi Dergisi, 4(2), 112-123. Sheorey, R., ve Mokhtari, K. (2001). Differences in the metacognitive awareness of reading strategies among native and non-native readers. System, 29, 431–449. Sönmez, V. ve Alacapınar, F.G. (2011). Örneklendirilmiş bilimsel araştırma yöntemleri. Ankara: Anı Yayıncılık. Üstbilişsel Okuma Stratejileri Öğretiminin Öğrencilerin Üstbilişsel Farkındalığı, İngilizce.