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This article reports the effect of short films as an advance organizer on the development of students’ reading skills. The current study aimed to investigate how short films affect the comprehension and reading self-efficacy perception of students from different socioeconomic backgrounds. The participants included 204 fifth grade students from three schools with different socioeconomic statuses in Gaziantep, Turkey. The experimentation process was planned at three stages determined by Joyce and Weil (2003). The experimentation phase of the study lasted for 10 weeks between October 22nd and December 26th in 2018–2019 Fall Term. After the experimentation, the findings for reading comprehension revealed a significant difference in favor of the students with low and middle socioeconomic status, while no significant difference was found between students in the experimental and control groups from the higher socioeconomic status. In terms of reading self-efficacy, in both groups, only students from the low socioeconomic status showed a significant difference. The results suggest investigating the effect of different advance organizers on the cognitive and affective development of students. Further research should compare short films with other advance organizers as well as examine the effect of short films on students development in other linguistic skills.
Keywords: reading achievement, reading self-efficacy perception, advance organizer, short film.
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