Abstract

In this study, the aim is to measure the effect of students’ reading strategies and attitudes towards Turkish language on reading habits. 323 first grade students receiving education in 2014-2015 semester in International Antalya University located at the center of Antalya were involved in the study. As the method, relational screening model was used because the degree of two variables was determined. Metacognitive reading strategies and the Turkish language were handled in the literature section. In the study, the role of the attitude towards Turkish language was discussed with the studies carried out in this regard. As a result of the analyses, it was concluded that while general reading strategies was meaningful, the results in the fields of problem solving and strategy support were not meaningless. In addition, when descriptive statistics and correlation values are analyzed, it is seen that there is significant and positive correlation between metacognitive reading strategies and attitudes towards Turkish language course. In the results of the research, it is understood that there is significant and highly positive correlation between students' metacognitive awareness level and their problems solving skills. Solving problems and strategy support fields must be improved in increasing reading habits and developing reading strategies. To increase the influence of the Turkish language courses in reading skills, carrying out activities and implementations for reading in these courses will raise reading habits and awareness.

Key words: Reading, reading strategies, attitude, Turkish language.