| Abstrakt: |
The number of informative books and their content variety is increasing. Today, students are exposed to informative texts more than ever before. Some learning outcomes in the Turkish Language Curriculum encourage students to discover the differences between text types and to write informative texts. This curriculum also recommends the inclusion of various types of informative text in the coursebooks. Yet, the number of studies on the development of informative text writing skills in Turkey is quite limited, and the need for research to help support students' ability to write informative texts is clear. As such, the present study was conducted to determine the effectiveness of the "read-towrite" strategy, which is an informative text writing strategy, in teaching primary school students to write sequential informative texts. Applying the quasi-experimental method with pre-test post-test control group, the study was carried out in a village primary school in Afyonkarahisar. 33 primary school third grade students, 17 in the experimental group and 16 in the control group, participated in the study. The implementation of the research continued for 5 weeks and took 15 course hours. Before and after the intervention, the students were instructed to write sequential texts. A rubric prepared by Clark and Neal (2018) was used to collect the data. The six-item scoring key revealed the quality of the written texts. The collected data were analyzed with the help of a data analysis program using dependent samples t-test and independent samples t-test. The results clearly show that the read-towrite strategy is effective in writing sequential text type texts. After the intervention, the average of the scores of the students in the experimental group in which the read-to-write strategy was used increased significantly compared to the pre-intervention whereas no significant difference could be identified in the mean scores of the informative texts written by the students in the control group before and after the intervention. Finally, based on the research findings, various implications and suggestions are presented for educators and researchers. [ABSTRACT FROM AUTHOR] |
