Effect of Peer-Assisted and Learning Together Techniques on 6th Grade Students’ Reading Comprehension Achievement and Attitudes towards Reading

The research aims to examine the effect of peer assisted learning and together techniques on 6th grade female students’ reading comprehension achievements attitudes towards reading. employed a quasi-experimental model with pretest – post-test control group. Data collection tools were Reading Attitude Scale, Comprehension Achievement Test, Habit Questionnaire, student interview forms journals. Results suggested that affected achievement positively at high level, moderate but current practices in Turkish course did not make significant difference achievement. Learning observed be effective ensuring permanence achievements, while was not. No found between effects used or their achievements. learning, reading; resulting from (against) technique. students expressed generally positive opinions techniques.