Comparison of the Reading Comprehension Processes of Good and Poor Readers by Think-Aloud Method

The purpose of this research is to identify and compare mental processes by identifying reading comprehension strategies used by students who are identified as good and weak readers during reading comprehension. The research design is case study, one of the qualitative research methods. The research was carried out with four students attending the fourth grade in a public school in Efeler district of Aydin province in the 2017-2018 academic year. The data relevant to the mental processes used by students during reading were acquired through the thinking-aloud method, which is one of the most effective methods in describing mental activities of the reading comprehension process and defining comprehension strategies. As a result of the analysis of the data obtained from the think-aloud protocols, it was seen that the reading comprehension strategies and mental process used by students differed. It has been observed that students who are qualified as good readers use more strategies at the reading comprehension process. As a result of these, it is possible to say that students use their reading-comprehension strategies unconsciously. This is because students are at an early age. In addition, it is concluded that both good and weak readers have reached less evaluation level in terms of mental processes.