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    A study on reading comprehension questions for mixed level classes
    (Maltepe Üniversitesi, Sosyal Bilimler Enstitüsü, 2013) Karaca, Ceyda; Özüdoğru, O. Murat
    This study has aimed to investigate the effects of adapting the postreading questions according to students proficiency levels on below-level and high-level students’ comprehension skills, participation and motivation in the reading lessons in mixed-level classes. The study has aimed to answer the following questions: 1. What is the fundamental reason of the mixed-level groups in foreign language classrooms? 2. How could foreign language teachers diversify the post-reading comprehension questions in mixed-level classes? 3. Do mixed-level post-reading comprehension questions play a role in developing students’ reading comprehension skills? 4. What are the effects of mixed-level post-reading comprehension questions on students’ motivation and attitudes towards the reading lessons? 5. What are the effects of mixed-level post-reading comprehension questions on students’ participation in the reading lessons? The subjects of the study consist of 51 students of 10-A and 10-B classes in Pendik Trade Vocational High School in Istanbul. The students, who have participated in the study, have taken a placement test at the beginning of the 2012-2013 academic year and have been grouped in 3 levels according to the test results. In the same week, interviews are conducted with below-level and high-level students in order to get to know the reason of their level differences according to the majority of the class. After the interview, 12 reading texts are chosen in the coursebook Yes You Can prepared for the students of secondary schools of State, and the post-reading comprehension questions have been differentiated for 3 level groups. These questions are distributed to students after reading the texts in the reading lessons which last 40 minutes for 12 weeks. During the study, participation of students and their attitudes towards the reading lesson are monitored by the researcher. At the end of the twelve-week-study, interviews are conducted with below-level and high-level students in order to investigate the effects of mixedlevel post-reading comprehension questions on developing their reading comprehension skills, motivation and participation in reading lessons and the results of the interviews are evaluated. Findings reveal that mixed-level post-reading comprehension questions affect the below-level and high-level students in a significant aspect. Moreover, the findings indicate that mixed-level post-reading comprehension questions result in significant difference on students’ reading comprehension skills, motivation and participation in the reading lessons in a positive way.