Today, one of the most important indicators of a country's development level is the reading rate of that country. Studies show that the reading rate is quite low in our country. This situation has many reasons such as social, psychological and traditional ones. One of the most important reasons is the lack of reading education.
Reading is a rich activity combining vision, recognition, comprehension, inquiry, comprehension, speaking, writing and production. Completing the process with all these actions makes the reader active reader. The effective reading of individuals who have acquired basic reading skills depends on the enrichment of activities with comprehension, speaking, writing and production activities during reading process. Effective one is a reader who likes reading, spends time with reading, questions what he reads, makes written and oral text, and can use his readings for himself and his community and makes inferences from the readings. Effective reading makes the reading activity of the person pleasant. The individual discovers something new like an exploration at every stage after basic reading through seeing, recognizing and understanding. These discoveries trigger creativity that includes imagination as well as past experiences. The easiest and shortest way of reaching the pleasure of producing something is experienced with effective reading.
Giving importance to reading education in schools, teaching effective reading methods to students and providing them with feasible and sustainable reading projects will make a significant contribution to educating a generation who read, write, speak and produce in our country.
In this study, the reading group activity, which is applied with a group of secondary school (high school) students, was introduced and the practicing results of the activity were evaluated.The target group of the students is 9th, 10th and 11th grade students. The target audience was firstly informed about effective-critical reading and reading group activity was introduced. The application based on voluntary participation was started with a reading group consisting of six people. In the following times, participation increased and fifteen reading groups, each consisting of six and seven individuals, were formed in the three months. During the reading process, groups were guided and process evaluations were made. In order for the groups participating in the event to share their reading experiences with other students, it was provided to make presentations in the Z-library and arrange a book interview. Moreover, the reading activities of the groups within the scope of the Libraries Week were presented to the visitors through posters and presentations. Presentations were recorded with photographs and videos. It has been observed that reading group activity, which became widespread in school in a short time, increased the interest of students in reading and library. Students have learned the effective-critical reading of the role-tasks offered by the group readings, and have gained other skills such as orienting their readings, making reading preferences, and distinguishing qualified works. Reading group activity is an effective reading method which can be applied in all schools under the guidance of Turkish and literature teachers and supports active-critical reading, reading habits and culture.
Effectiveness of Mental Imagery Strategy in Developing Critical Reading Skills in English among Intermediate School Students in Tabuk