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    Determining the Psychometric Features of Reading Anxiety Scale
    (Turkish Education Assoc, 2014) Melanlioglu, Deniz
    Reading anxiety is a reaction that is created against reading. It is one of the components that obstruct the process of transforming reading skill into a habit. For this reason, there is the necessity of knowing whether the student has a reading anxiety, or not; and to assign the level of the anxiety if he/she has it. This study aims to develop a scale oriented to determine the levels of reading anxiety in secondary school students. The data was collected through 616 students who were enrolled in 5 different secondary schools. For the development of the assessment instrument, the researcher followed literature review, creation of an item pool, content validity (consulting a specialist), pilot research phases; and made the required reliability calculations. Based on the scores gained through the scale, Exploratory and Confirmatory Factor Analyses (EFA and CFA) were applied to test the construct validity of the draft scale. Following the analysis, the researcher created a scale of 14 items. As a result of the factor analysis, the researcher found that the scale had a three-item structure which are "planning the reading process (0, 682-0, 544)", "components that support reading (0, 821-0, 774) ", "reading comprehension and analysis (0, 763-0, 471)"; and Cronbach's Alpha internal consistency coefficient was 0, 87. As a result of these analyses, the researcher created a valid and reliable scale to determine reading anxiety in secondary school students.
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    Impact of Metacognitive Strategies Instruction on Secondary School Students' Reading Anxieties
    (Turkish Education Assoc, 2014) Melanlioglu, Deniz
    Although reading is the skill that is most used by students in their personal development, reading education does not produce the desired outcomes due to the multiplicity of variables that shape the skill of reading. One of these variables is reading anxiety. In order to prevent reading anxiety from affecting students' competence in reading comprehension, firstly, the levels of reading anxiety experienced by students as well as the causes of reading anxiety should be examined. It is necessary to enhance students' levels of awareness about their own reading processes, before starting the activities to eliminate reading anxiety. Metacognitive strategies can be used in this process of awareness-raising. Departing from this point, the aim of this research was to determine the impact of metacognitive strategies instruction upon students' reading anxieties. In the research, the quasi-experimental method with pretest-posttest, and control group was employed. The study group of the research consisted of six-grade students attending a public secondary school in Ankara. The Reading Anxiety Scale for Secondary School Students (RASS) was employed to collect the data. It is concluded, based on research findings, that making use of metacognitive strategies in reading education has a positive impact on reducing levels of reading anxiety among secondary school students.