Okuma Motivasyonu Ölçeği Geliştirme Çalışması

Akyol, H. (2015). Türkçe ilk okuma yazma öğretimi (15. baskı). Pegem Akademi.

Baker, L., & Scher, D. (2002). Beginning readers' motivation for reading in relation to parental beliefs and home reading experiences. Reading Psychology, 23(4), 239-269. https://doi.org/10.1080/713775283

Baker, L., & Wigfield, A. (1999). Dimensions of children's motivation for reading and their relations to reading activity and reading achievement. Reading Research Quarterly, 34(4), 452-477. https://www.researchgate.net

Baker, L. (2003). The role of parents in motivating struggling readers. Reading and Writing Quarterly, 19(1), 87-106. https://doi.org/10.1080/10573560308207

Bryman, A., & Cramer, D. (2001). Quantitative analysis with SPSS release 10 for Windows: A guide for social scientists. Routledge. https://www.researchgate.net

Büyüköztürk, Ş., Kılıç-Çakmak, E., Akgün, Ö., Karadeniz, Ş., & Demirel, F. (2014). Bilimsel araştırma yöntemleri. Pegem Akademi.

Cambria, J., & Guthrie, J. T. (2010). Motivating and engaging students in reading. New England Reading Association Journal, 46(1), 16-29. https://webcapp.ccsu.edu

Can, A. (2014). SPSS ile bilimsel araştırma sürecinde nicel veri analizi. Pegem Akademi.

Case, R., & Khanna, F. (1981). The missing links: Stages in children's progression from sensorimotor to logical thought. New Directions for Child Development, 12(1), 21-32.

Ceyhan, S. (2019). Etkileşimli sesli okumanın öğrencilerin okuduğunu anlama, okuma motivasyonu ve akıcı okumalarına etkisi [Yayımlanmamış doktora tezi]. Gazi Üniversitesi.

Coddington, C. S., & Guthrie, J. T. (2009). Teacher and student perceptions of boys’ and girls’ reading motivation. Reading Psychology, 30(3), 225-249. https://doi.org/10.1080/02702710802275371

Coşkun, E. (2002). Okumanın hayatımızdaki yeri ve okuma sürecinin oluşumu. Türklük Bilimi Araştırmaları, (11), 231-244. https://dergipark.org.tr/en/download/article-file/156741

De Naeghel, J., Van Keer, H., Vansteenkiste, M., & Rosseel, Y. (2012). The relation between elementary students' recreational and academic reading motivation, reading frequency, engagement, and comprehension: A self-determination theory perspective. Journal of Educational Psychology, 104(4), 1006-1021. https://doi.org/10.1037/a0027800

Delice, A., & Ergene, Ö. (2015). Ölçek geliştirme ve uyarlama çalışmalarının incelenmesi: matematik eğitimi makaleleri örneği. Karaelmas Journal of Educational Sciences, 3, 60-75. https://dergipark.org.tr/en/download/article-file/2160898

Edmondson, D. R. (2005). Likert scales: A history. In L. C. Neilson (Ed.), Proceedings of the 12th conference on historical analysis and research in marketing (CHARM) (pp. 127–133). http://faculty.quinnipiac.edu/charm

Erkuş, A. (2016). Psikolojide ölçme ve ölçek geliştirme. Pegem Akademi Yayınları.

Gambrell, L. B., Palmer, B. M., Codling, R. M., & Mazzoni, S. A. (1996). Assessing motivation to read. The Reading Teacher, 49(7), 518-533. http://www.delaneycation.com/uploads/4/7/5/4/4754336/assessing_motivation_to_read.pdf

Gomes, M. A. M., & Boruchovitch, E. (2015). Escala de motivação para a leitura para Estudantes do Ensino Fundamental: Construção e Validação. Psicologia: Reflexão e Crítica, 28(1), 68-76. https://doi.org/10.1590/1678-7153.201528108

Guthrie, J. T., & Wigfield, A. (2000). Engagement and motivation in reading. In M. L. Kamil, P. B. Mosenthal, P. D. Pearson, & R. Barr (Eds.), Handbook of reading research (pp. 403-422). Erlbaum.

Guthrie, J. T. (2013). Best practices for motivating students to read. In L. Morrow & L. Gambrell (Eds.), Best Practices in Literacy Instruction (3rd ed., pp. 41-63). The Guilford Press.

Guthrie, J. T., Hoa, A. L. W., Wigfield, A., Tonks, S. M., Humenick, N. M., & Littles, E. (2007). Reading motivation and reading comprehension growth in the later elementary years. Contemporary Educational Psychology, 32(3), 282-313. https://www.academia.edu

Guthrie, J. T., McRae, A., & Klauda, S. L. (2007). Contributions of concept-oriented reading instruction to knowledge about interventions for motivations in reading. Educational Psychologist, 42(4), 237-250. https://www.researchgate.net

Guthrie, J. T., Wigfield, A., & VonSecker, C. (2000). Effects of integrated instruction on motivation and strategy use in reading. Journal of Educational Psychology, 92(2), 331. https://web.pdx.edu

Guthrie, J. T., Wigfield, A., & You, W. (2012). Instructional contexts for engagement and achievement in reading. In S. Christensen, A. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 601-634). Springer Science.

Gürbüz, S., & Şahin, F. (2018). Sosyal bilimlerde araştırma yöntemleri. Seçkin Yayıncılık.

Henk, W. A., Marinak, B. A., & Melnick, S. A. (2012). Measuring the Reader Self‐Perceptions of Adolescents: Introducing the RSPS 2. Journal of Adolescent & Adult Literacy, 56(4), 311-320. https://epublications.marquette.edu

İleri, Z. (2011). Ekrandan okumanın ilköğretim 5. sınıf öğrencilerinin okuduğunu anlama ve okuma motivasyonu düzeylerine etkisi (Tez No. 328030) [Yüksek lisans tezi, Sakarya Üniversitesi]. YÖK Ulusal Tez Merkezi.

Koda, K. (2007). Reading and language learning: Crosslinguistic constraints on second language reading development. Language Learning, 57(1), 1-44. https://doi.org/10.1111/j.1467-9922.2007.00411.x

Malloy, J. A., Marinak, B. A., Gambrell, L. B., & Mazzoni, S. A. (2013). Assessing motivation to read: The motivation to read profile–revised. The Reading Teacher, 67(4), 273-282. https://doi.org/10.1002/trtr.1215

McKenna, M. C., Conradi, K., Lawrence, C., Jang, B. G., & Meyer, J. P. (2012). Reading attitudes of middle school students: Results of a US survey. Reading Research Quarterly, 47(3), 283-306. https://doi.org/10.1002/rrq.021

Özdemir, E. (2018). Eleştirel okuma. Bilgi Yayınevi.

Roettger, D., Szymczuk, M., & Millard, J. (1979). Validation of a reading attitude scale for elementary students and an investigation of the relationship between attitude and achievement. The Journal of Educational Research, 72(3), 138-142. https://doi.org/10.1080/00220671.1979.10885139

Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25(1), 54-67. https://doi.org/10.1006/ceps.1999.1020

Sahranç, Ü. (2019). Öğrenme psikolojisi ile ilgili temel kavramlar. In İ. Yıldırım (Ed.), Eğitim psikolojisi. Anı Yayıncılık.

Schunk, D. H. (1982). Effects of effort attributional feedback on children's perceived self-efficacy and achievement. Journal of Educational Psychology, 74(4), 548-556.

Schutte, N. S., & Malouff, J. M. (2007). Dimensions of reading motivation: Development of an adult reading motivation scale. Reading Psychology, 28(5), 469-489. https://doi.org/10.1080/02702710701568991

Seçer, İ. (2015). SPSS ve LİSREL ile pratik veri analizi. Anı Yayıncılık.

Seçer, İ. (2018). Psikolojik test geliştirme ve uyarlama süreci: SPSS ve LISREL uygulamaları. Anı Yayıncılık.

Spector, P. E. (1992). Summated rating scale construction: An introduction. Sage.

Tezbaşaran, A. A. (2008). Likert Tipi Ölçek Hazırlama Kılavuzu. https://www.academia.edu

Wang, J. H. Y., & Guthrie, J. T. (2004). Modeling the effects of intrinsic motivation, extrinsic motivation, amount of reading, and past reading achievement on text comprehension between U.S. and Chinese students. Reading Research Quarterly, 39(2), 162-186. https://www.academia.edu

Wigfield, A., & Guthrie, J. T. (1997). Relations of children's motivation for reading to the amount and breadth of their reading. Journal of Educational Psychology, 89(3), 420-432. https://doi.org/10.1037/0022-0663.89.3.420

Wigfield, A., Gladstone, J. R., & Turci, L. (2016). Beyond cognition: Reading motivation and reading comprehension. Child Development Perspectives, 10(3), 190-195. https://doi.org/10.1111/cdep.12184

Yıldız, M. (2010). İlköğretim 5. sınıf öğrencilerinin okuduğunu anlama, okuma motivasyonu ve okuma alışkanlığı arasındaki ilişki [Yayımlanmamış doktora tezi]. Gazi Üniversitesi.