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Bu çalışmada, yabancı dil olarak Türkçe öğrenen B düzeyindeki öğrencilerin okuma kaygılarını ölçmek amacıyla geçerli ve güvenilir bir ölçek geliştirmek amaçlanmıştır. Bu amaçla geliştirilen denemelik ölçek, yabancı dil olarak Türkçe öğrenen B düzeyinde 510 öğrenciden oluşan bir çalışma grubuna uygulanmıştır. Açımlayıcı ve doğrulayıcı faktör analizleri sonucunda 16 madde üç faktörden oluşan bir ölçek elde edilmiştir. Genel olarak, güvenilirlik katsayılarının .70 veya daha yüksek olması, yeterli olarak değerlendirilmektedir (Nunnally, 1978). Ölçeğin tümüne ait Crα güvenirliği .82, birinci alt faktöre ilişkin Crα .80, ikinci alt faktöre ilişkin Crα .73, üçüncü alt faktöre ilişkin Crα .71 olarak bulunmuştur. Tüm bu bulgular ölçeğin tatmin edici düzeyde güvenirliğe sahip olduğunu göstermektedir. Bu ölçme aracı, yabancı dil olarak Türkçe öğrenenlerin okuma eğitimi ortamlarında, okuma kaygı durumunu ölçmek amaçlı kullanılabilir. 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Nitel verilerin elde edilmesinde gönüllülük esasına bağlı kalarak seçilen 10 öğrenciden yararlanılmıştır. Çalışma ile Türkçeyi yabancı dil olarak öğrenen Suriyeli öğrencilerin cinsiyet özelliklerinin dinleme kaygısını etkileyen bir faktör olduğu; yaş, ikamet edilen yerleşim birimi gibi değişkenlerin dinleme kaygısını etkileyen bir faktör olmadığı sonucuna varılmıştır. 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Bu araştırmanın amacı, yabancı dil olarak Türkçe öğrenenlerin okuma kaygıları ile okuduğunu anlama becerileri arasındaki ilişkiyi ortaya çıkarmaktır. Bu amaç doğrultusunda 510 yabancı dil olarak Türkçe öğrenen B düzeyinde öğrenci örneklem olarak alınmıştır. Çalışmada veri toplamak amacıyla yabancı dil olarak Türkçe öğrenen B düzeyindeki öğrencilere yönelik " Okuma Kaygısı Ölçeği " ve " Okuduğunu Anlama Başarı Testi " geliştirilmiştir. Öğrencilerin Okuduğunu Anlama Başarı Testi'nden elde ettikleri puanlar ile Okuma Kaygısı Ölçeği'nin tamamı ve alt boyutlarından elde ettikleri puanlar arasındaki ilişkilerin negatif yönlü olup-,069 ile-,275 arasında değişmekte olduğu ve sadece Okuma Kaygısı Ölçeği'nin " okuduğunu anlama endişesi " boyutundan elde edilen puanlar ile okuduğunu anlama başarı testinden elde edilen puanlar arasındaki ilişkide anlamlı farklılık bulunmadığı diğer tüm ilişki katsayılarında anlamlı farklılıklar bulunduğu tespit edilmiştir. 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