Kır, Gülhan2016-10-242016-10-242016-092016-092016-10-20http://hdl.handle.net/11693/32479Cataloged from PDF version of article.Thesis (M.S.): Bilkent University, The Program of Curriculum and Instruction, İhsan Doğramacı Bilkent University, 2016.Includes bibliographical references (leaves 91-102)This study aims to find out whether there is any difference between school types in terms of reading enjoyment time, reading attitude and learning strategies based on Programme for International Student Assessment (PISA) 2009 cycle. The target population of this study consists of 15 years old students at the time of the assessment from different groups of school in Turkey. Four thousand nine hundred ninety-six randomly chosen students from 170 schools participated in PISA from Turkey. The reading-related data collected through a student questionnaire. The results of this study reveals that reading enjoyment time differs between vocational high school and Anatolian, general high schools. Also, reading attitude differs between school types; while Anatolian high school students got higher mean scores, vocational high school students got lower mean scores in terms of reading attitude. Additonally, learning strategies differs across all school types to some extent and while maximum difference was found between Anatolian high school and vocational high school, minimum difference was found between Anatolian high school and science high school.x, 102 leaves : illustrations (some color), charts.Englishinfo:eu-repo/semantics/openAccessReading literacyReading enjoymentReading attitudeLearning strategiesProgramme for International Student AssessmentThesisB154538