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Data from 420 participants used a Reading Strategies Survey (RSS) and a Writing Strategies Survey (WSS). 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However, no study has ever investigated whether there is a correlation between reading and writing strategies in terms of frequency of use. In spite of this, there have been several resources indicating that reading and writing skills are interrelated. Based on the assumption that this indication might possibly impact the use of strategies to some extent, current research aimed to determine the types of strategies used by first grade undergraduate students at a faculty of education together with their frequency of use and if there is a correlation between two scores. To conduct the research, 420 first-grade participants from various departments of Necatibey Faculty of Education, Balıkesir University were selected. As for the data collection, these students were administered a Reading Strategies Survey (RSS) developed by Karatay (2007) and a Writing Strategies Survey (WSS) developed by Ülper (2011) . Related statistical analyses were conducted based on the data gathered from the scale, revealing that females used reading and writing strategies more often than males, and there was a moderate and positive correlation between the frequencies of the uses of writing and reading strategies. Apart from that, no difference was detected in terms of departments. |\n| Article history\u003Cbr>Received: February 12, 2019\u003Cbr>Accepted: May 12, 2019\u003Cbr>Published: June 30, 2019\u003Cbr>Volume: 10 Issue: 3\u003Cbr>Advance access: May 2019 |  |\n| Conflicts of interest: None\u003Cbr>Funding: None |  |\n| Key words:\u003Cbr>Reading Strategies,\u003Cbr>Writing Strategies,\u003Cbr>Candidate Teachers, Turkish Language Education, Teacher Training |  |\n\nINTRODUCTION  \nThe number of texts to read has been constantly increasing in recent years. In addition, opportunities to produce written texts have been thriving in humankind’s favor. Not far from 10 years ago, people were only concerned with reading some basic or complex texts such as money, bills, signs, bus numbers, fliers, ads, newspapers or magazines, books, articles, court verdicts, etc. and spent relatively small amounts of time to write letters, short notes, and application forms; today, they frequently read and write many good or bad texts on social network environments such as Facebook, Twitter, Instagram, etc. (Hinduja & Patchin, 2007; Vural & Bat, 2010; Kaplan & Haenlein, 2010; O’Keeffe & Clarke-Pearson, 2011; Solmaz, Tekin, Herzem & Demir, 2013) . Reading and writing which are regarded as learning tools in educational context has evolved to be the constant part of daily life thanks to technology. This, without a doubt, is not a bad situation. However, when both skills that are the part of communication process lack quality and certain standards, it brings forth numerous communication problems. It is possible to observe these instances on social media environments on a daily basis. Thusly, it is acknowledged that students are not on the anticipated levels regarding their reading and  \nwriting competencies. For instance, the rate of students successful in reading and writing are considerably low in the USA (NAEP, 2009; NAEP, 2011) . In addition, a similar case can be observed in Turkey in the sense of PISA results (MNE, 2015) .  \nNowadays it can be witnessed that information has been flowing and remarkably diversifying in alignment with various developments and advancements in techn","cbCaiqgjagEZZqkF","https://ap.wps.com/l/cbCaiqgjagEZZqkF","pdf",447522,12,"English","# Introduction\n# Method\n## Participants\n## Instruments\n# Results\n## Gender differences\n## Correlation between strategies\n## Department comparison\n# Conclusion","[{\"question\":\"What is the main goal of the study?\",\"answer\":\"The study aims to identify the strategy types used by first-grade undergraduate education students, measure how often they use them, and examine whether reading and writing strategy frequencies are correlated.\"},{\"question\":\"How was the research conducted?\",\"answer\":\"Data were collected from 420 first-grade participants using a Reading Strategies Survey (RSS) and a Writing Strategies Survey (WSS), followed by related statistical analyses.\"},{\"question\":\"What key findings were reported?\",\"answer\":\"Females used reading and writing strategies more often than males. A moderate positive correlation was found between the frequencies of writing and reading strategy use, and no department-based differences were detected.\"}]","Investigation of Reading and Writing Strategies Used by Future Teachers: Do Good Readers Write Well? | PDF"]