Varol, MirayVarol, Volkan2025-03-232025-03-2320222717-736Xhttps://hdl.handle.net/11486/1865Bu çalismanin amaci, Türk Ingilizce ögretmenlerinin siniflarinda verilen okudugunu anlama stratejilerini ne ölçüde ögrettiklerini belirlemektir. Veriler, Mokhtari ve Sheorey (2002) tarafindan olusturulan Okuma Stratejileri Anketinden (SORS) uyarlanan bir anket araciligiyla toplanmistir. 48 ögretmenden toplanan veriler analiz edilmistir. Sonuçlar, tarama, bilinmeyen kelimelerin anlamlarini tahmin etme, metni önizleme, baglam ipuçlarini kullanma ve göz gezdirmenin sirasiyla en sik ögretilen bes okuma stratejisi oldugunu göstermektedir. Ayrica, grafik düzenleyici kullanmak, sözlük kullanma, okuma hizini ayarlama, not alma ve baska kelimelerle ifade etme, okudugunu anlama stratejileri arasinda en az ögretilen stratejiler arasinda yer almaktadir.The purpose of this study was to identify to what extent Turkish teachers of English teach the given reading comprehension strategies in their classes. Data were collected through a survey instrument which was adapted from the Survey of Reading Strategies (the SORS) created by Mokhtari and Sheorey (2002). Data collected from 48 teachers were analyzed. Results indicate that scanning, guessing the meaning of unknown words, previewing the text, using context clues, and skimming are the five most frequently taught reading strategies, respectively. Furthermore, using graphic organizers, a dictionary use, adjusting reading speed, making notes, and paraphrasing are the least frequently taught reading comprehension strategies.eninfo:eu-repo/semantics/openAccessokudugunu anlama stratejileriIngilizce okuma becerileriokuma stratejileri ögretimiArticle3439339910.52835/19maysbd.1220121https://doi.org/10.52835/19maysbd.1220121