Abstract

Books are not just texts. There are many elements such as foreword, afterword, pictures, author's name, publisher, bibliography, tables, and table of contents in the books. These elements, which are physically in the same environment as the text, are expressed as peritextual elements. Readers also look at and read non-text elements while reading the book. However, peritextual reading levels may vary from person to person. This study was conducted with the aim of developing a scale to determine the peritextual reading levels of primary school students.

In the study, scanning model was adopted in accordance with the quantitative research method. The study group of the scale was formed by stratified sampling method. During the process of creating an item pool for the scale, a literature review was conducted and expert opinions were taken. A total of 758 primary school third and fourth grade students participated in the study, 35 of which were in the pre-application, 572 in the exploratory factor analysis (EFA), and 151 in the confirmatory factor analysis (CFA). Data were analyzed using SPSS 22 and AMOS 24 program. As a result of the pre-application, validity and reliability analyzes were applied for the scale, which was reduced to 25 items. Alpha reliability coefficient of the scale was found to be .87.

As a result of EFA, it was seen that the scale had a structure with three factors and sixteen items. In addition, these three factors explain 40% of the total variance of the scale. Goodness of fit indices obtained as a result of DFA X²=165.675 (sd=101, p=.00), X²/sd=1.64, RMSEA=.06, RMR=.03, CFI=.92, TLI=.90, IFI =.92 and the discovered structure was found to have a good fit. The sub-dimensions of the scale were named as "reading in-text elements, reading production elements and reading visual elements". As a result of the research, a valid and reliable peritextual reading level determination scale was obtained.