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

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1. 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.
2. Fidan, N. (1986). Okulda öğrenme ve öğretmi. Ankara: Kadıoğlu Matbaası. Field, A. (2013). Discovering statistics using IBM SPSS statistics. London: SAGE Publications. George, D.ve Mallery, P. (2003). SPSS for Windows step by step: A simple guide and reference. 11.0 update (4th ed.). Boston: Allyn & Bacon. Guthrie, J. T. (2004). Teaching for literacy engagement. Journal of Literacy Research, 36(1), 1–29. Hancı Yanar, B. ve Bümen, N. T. (2012). İngilizce ile ilgili öz yeterlik inancı ölçeğinin geliştirilmesi. Kastamonu Eğitim Dergisi, 20 (01), 97-110. Harvey, S., ve Goudvis, A. (2013). Comprehension at the core. The Reading Teacher, 66(6), 432-439. Huang, J. ve Newbern, C. (2012). The effects of metacognitive reading strategy instruction on reading performance of adult ESL learners with limited English and literacy skills. Journal of Research and Practice For Adult Literacy, Secondary and Basic Education, 1(2), 66-77. Kanmaz, A. (2012). Okuduğunu anlama stratejisi kullanımının, okuduğunu anlama becerisi, bilişsel farkındalık, okumaya yönelik tutum ve kalıcılığa etkisi. Yayımlanmamış doktora tezi, Adnan Menderes Üniversitesi, Aydın. Kargar, M. ve Zamanian, M. (2014). The relatıonshıp between self-efficacy and reading comprehension strategies used by Iranian male and female EFL learners. International Journal of Language Learning and Applied Linguistics World, 7(2). 117-132. Khajavi, Y. ve Ketabi, S. (2012). Influencing EFL learners’ reading comprehension and self- efficacy beliefs: The effect of concept mapping strategy. Porta Lingarum, 17, 9-27. Koç, C. ve Arslan, A. (2017). Ortaokul öğrencilerinin akademik öz yeterlik algıları ve okuma stratejileri bilişüstü farkındalıkları. YYÜ Eğitim Fakültesi Dergisi, 14 (1), 745-78. Leonard, D.C. (2002). Learning theories: a to z. London.: Greenwood Press Lien, H.Y. (2016). Effects of EFL ındividual learner variables on foreign language reading anxiety and metacognitive reading strategy use. Psychological Reports, 119 (1), 124–135. Mccown, M. A. (2013). The effects of collaborative strategic reading on informational text comprehensionand metacognitive awareness of fifth grade students Unpublished doctoral dissertation. Liberty University. USA. MEB (2014). Ortaöğretim kurumları İngilizce dersi (9.10.11 ve 12.sınıflar) öğretim programı. http://ttkb.meb.gov.tr/program2.aspx?islem=1vekno=214. Erişim Tarihi: 07.07.2016. Mokhtari, K. ve Reichard, C. A. (2002). Assessing students’ metacognitive awareness of reading strategies. Journal of Educational Psychology, 94(2), 249-259. Nam, K.H. (2014). ELL high school students’ metacognitive awareness of reading strategy use and reading proficiency. The Electronic Journal for English as a Second Language, 18(1). Özkan Gürses, M. (2011). Fransızca yabancı dil dersinde bilişsel akademik dil öğrenme yaklaşımına dayalı okuma stratejileri öğretiminin okuduğunu anlamaya ve strateji kullanımına etkisi: Eskişehir Osmangazi Üniversitesi örneği.Yayımlanmamış Doktora Tezi. Osmangazi Üniversitesi. Eskişehir.
3. 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.
4. Stevens, R.J, Slavin, R. E. ve Famish, A. M. (1991). The effects of cooperative learning and direct ınstruction in reading comprehension strategies on main ıdea ıdentification. Journal of Educational Psychology, 83 (1), 8-16. Svinicki, M.D. (2004). Learning and motivation in the postsecondary clasroom. US: Anker Publishing Company Inc. Takallou, F. (2011). The Effect of metacognitive strategy instruction on EFL learners’ reading comprehension performance and metacognitive awareness. Assian EFL Journal, 272-300. Thao, V.T, Mai, L.H. ve Ngoc, L.T., (2014). An ınquiry into students’ application of metacognitive strategies in reading technical materials. Journal of Language Teaching and Research, 5( 6), 1283-1291 Tobing, I.R.A. (2013). The relationship of reading strategies and self-efficacy with the reading comprehension of high school students. Unpublished doctoral dissertation. The University of Kansas, Indonesıa. Zare, M. ve Mobarakeh, S. D. (2011). The relationship between self-efficacy and use of reading strategies: The case of Iranian senior high school students. Studies in Literatüre and Language, 3(3), 98-105. Zhang, Z. (1993). Literature review on reading strategy research. a paper presented at the annual meeting of the mid-south educational research association. A Paper presented at the Annual Meeting of the Mid-South. Educational Research Association, New Orleans. Zhang, L. J. (2008).Constructivist pedagogy in strategic reading instruction: Exploring pathways to learner development in the English as a second language (ESL) classroom. Instr Sci., 36, 89-116. Zhussupova, R. ve Kazbekova, M. (2016). Metacognitive strategies as points in teaching reading comprehension. Procedia-Social and Behavioral Sciences, 228, 593-600. Zimmerman, B. J., Bandura, A. ve Martinez-Pons, M. (1992). Self-motivation for academic attainment: the role of self-efficacy beliefs and personal goal setting. American Research Journal, 29(3), 663-676.
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.