The aim of this research is to determine how the secondary school age children understand the texts they read according to Revised Bloom's Taxonomy (RBT). As the study group, 200 eighth-grade students were selected who belong to the two secondary education schools. As a result of the literature search made before the application, it is determined that there are very few studies in which reading comprehension skills of the secondary school children are examined and evaluated according to the cognitive processes in Turkey. Thus, this research is needed. An achievement test was developed in order to obtain the findings in the study. This achievement test developed was completed as a result of the expert opinions and evaluations. In the first section of the achievement test, a personal information form was included to determine the actors which are predicted to affect the comprehension skill. After the necessary permissions for the application are received, first the Personal Information Form was given and then Reading Comprehension Achievement Test According to RBT was applied to the children. Independent group t-Test was used in order to determine whether the scores of Reading Comprehension Achievement Test According to RBT change according to sex and being bilingual and monolingual. It is observed that sex and number of the language spoken (bilingual-monolingual) affect the reading comprehension skill as a result of the analysis made. Moreover, it is determined that reading comprehension skills of the children change according to the cognitive processes.
The cognitive processes, students, reading comprehension skills, RBT.