İlkokul birinci sınıf öğrencilerinin metin içi anlam kurma becerilerinin incelenmesi

The Matthew Effect in reading education refers to the increase in academic gap between good readers and poor readers over time. This difference, which started to open with the first grade of primary school, becomes difficult to close when it comes to the fourth grade. The reduction of this difference will be possible with early interventions. The skill of making meaning from the text is accepted as a basic skill for the first year students. For this reason, the aim of the study is to examine the elementary school first grade students' skills of making in-text meaning. Screening model was used in the research. The sample of the study consists of the first grade students in the Alacam district of Samsun province in the 2017-2018 academic year. In the research, reading comprehension test with demographic information form was used as data collection tool. The reading comprehension test is composed of 3 texts prepared by Karasu, Girgin and Uzuner (2013) and 20 open-ended questions of these texts. In addition, information about the gender of the students, the level of education of parents and the number of books they read in one academic year were collected with the demographic information form. As a result of the research, first grade students' skills of making in-text meaning is above average; that the gender variable does not make any difference on the students' skills of making in-text meaning; as the level of education of parents increases, students' skills of making in-text meaning develop; it has been revealed that the students who read 30 or more books in a academic year have more advanced skills of making in-text meaning than others.