Impact of Dialogic Reading on Reading Motivation

Yurtbakan, Ergün; Erdoğan, Özge; Erdoğan, Tolga

doi:10.15390/eb.2020.9258

Cited by 7 publications

(8 citation statements)

References 58 publications

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“…The first step was selecting a book. The book selection was based on the criteria developed by Yurtbakan, Erdoğan, and Erdoğan (2021) for the selection of books suitable for dialogic reading. These criteria include the book's contents being compatible with the interests and needs of the students, the pictures and the events in the books being appropriate to the characteristics of the students, considering the special circumstances which may be of concern for the student (fears, death, divorce, separation etc.…”

Section: Implementation Processmentioning

confidence: 99%

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Analysis of Dialogic Reading’s Effects on Primary School 4th Graders’ Views on Values Education and Attitudes towards Reading

2023

PERR

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The present study carried out to assess dialogic reading's effects on 4 th graders' views on values education, and attitudes towards reading based on a quasi-experimental design with pre-test, post-test, and control group. The study group was comprised of 4 th graders in a primary school in Yozgat province, Turkey, in 2021-2022 academic year. Data collection tools were the "Reading Attitude Survey" and the "Student Opinions Survey on Values Education". Mann Whitney U and Wilcoxon Signed Rank tests were used to analyze data. The results revealed that dialogic reading led to statistically significant differences in the views of 4 th grade students about values education compared to traditional reading. However, no significant difference was found in children attitude towards reading.

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Section: Implementation Processmentioning

confidence: 99%

“…Studies so far investigated dialogic reading's effects on primary school students' comprehension and fluent reading skills as well as their motivation to read (Yurtbakan, 2022;Yurtbakan, Erdoğan & Erdoğan, 2021). However, no assessment of their attitudes towards reading was carried out.…”

Section: Introductionmentioning

confidence: 99%

Analysis of Dialogic Reading’s Effects on Primary School 4th Graders’ Views on Values Education and Attitudes towards Reading

2023

PERR

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“…Ayrıca okuma sürecine aktif katılım sağlayan öğrencilerin okumadan daha çok keyif alacakları ve sürecin öğrenciler için daha verimli geçeceği düşünülmektedir. Nitekim yapılan deneysel araştırmalarda öğrencilerin EKO'dan keyif aldıkları ve okuma becerilerinin geliştiği görülmüştür (Türkben, 2017;Ceyhan, 2019;Teixeira ve Ferreira, 2017;Yurtbakan, Erdoğan ve Erdoğan, 2021).…”

Section: Tartişma Ve Sonuçunclassified

Sınıfta Yapılan Okumalar: Etkileşimli Mi, Etkileşimsiz Mi?

EFE

2022

Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi

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İlkokullarda, sınıf öğretmenlerinin sınıflarında yaptıkları okuma uygulamalarının etkileşime dayalı okuma bağlamında incelenmesine yönelik yapılan bu çalışma, temel nitel araştırma deseniyle tasarlanmıştır. Araştırmanın çalışma grubunu 2019-2020 eğitim öğretim yılında Diyarbakır il, merkez ilçelerinde bulunan 6 ilkokuldan 100 sınıf öğretmeni oluşturmaktadır. Araştırma verileri, araştırmacı tarafından hazırlanan yapılandırılmış görüşme formu ile Erdoğan, Atan, Asar, Mumcular, Yüce, Kiraç ve Kilimoğlu (2016) tarafından geliştirilen yapılandırılmış gözlem formu kullanılarak toplanmıştır. Araştırmada elde edilen verilerin çözümlenmesinde betimleyici istatistik analizlerinden yüzde ve sıklık analizleri yapılmıştır. Araştırma sonucunda sınıf öğretmenlerinin sınıflarında yaptıkları kitap ya da metin okuma uygulamalarında çoğunlukla öğretmenin daha aktif, öğrencinin pasif olduğu belirlenmiştir. Okuma öncesinde, dikkat çekme ve görsel okuma; okuma sırasında vurgu ve tonlamaya dikkat ederek okuma, okuma sonrasında ise soru sorma ve özetleme yapma öğretmenlerin okuma sürecinde en çok kullandıkları teknikler olarak belirlenmiştir. Öğretmenlerin Bloom taksonomisine göre alt düzey düşünme becerileri gerektiren sorular sordukları ve etkileşimli okuma modeline ilişkin yeterli bilgi ve beceriye sahip olmadıkları belirlenmiştir.

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“…Reading comprehension, reading motivation, vocabulary, language development, phonological awareness, early literacy contributes to dialogic reading as well. (Ceyhan, 2020;Chow & McBride-Chang, 2003;Huenneken & Xu, 2016;Whalon, Delano, & Hanline, 2013;Yurtbakan, 2020;Yurtbakan, Erdogan, & Erdogan, 2021). The fact that the effectiveness of dialogic reading in terms of fluent reading or on situations affected by fluent reading has not been investigatedmakes the study important.…”

Section: Introductionmentioning

confidence: 99%

The Effect of Dialogic Reading Practices Under the Guidance of Teachers and Parents on the Fluent Reading Skills of Primary School 2nd Grade Students

Yurtbakan,

Erdogan

2024

Uluslararası Eğitim Programları Ve Öğretim Çalışmaları Dergisi

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In this study, the effect of dialogic reading practices on the development of fluent reading skills of primary school 2nd grade students under the guidance of teachers and parents was examined. In the study, in which the quasi-experimental design of the quantitative research approach was applied, the fluent student reading scale (by the teacher) applied to the students as a pre-post-retention test was prepared by the researchers. In the application, which lasts for 5 weeks, twice a week; dialogic reading was done with the experimental groups (1st experimental group: parents-teacher-students, 2nd experimental group: teacher-students), and traditional reading was done with the control group. Since the assumptions of the ANCOVA test could not be met after the application, the significant difference between the pre-post-test and post-retention test scores of each group was determined with the Wilcoxon Signed Rank Test. The significance between the pre-posttest and retention test scores of the groups was determined by the Kruskal Wallis test. At the end of the study; It was determined that the dialogic reading practice performed in the presence of parents and teachers created a statistically significant difference in the automaticity and accuracy sub-dimension of fluent reading, but not in the prosody sub-dimension. The development of dialogic reading under the guidance of parents and teachers in the automaticity and accuracy sub-dimension of fluent reading continues in permanence.

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Impact of Dialogic Reading on Reading Motivation

Cited by 7 publications

References 58 publications

Analysis of Dialogic Reading’s Effects on Primary School 4th Graders’ Views on Values Education and Attitudes towards Reading

Analysis of Dialogic Reading’s Effects on Primary School 4th Graders’ Views on Values Education and Attitudes towards Reading

Sınıfta Yapılan Okumalar: Etkileşimli Mi, Etkileşimsiz Mi?

The Effect of Dialogic Reading Practices Under the Guidance of Teachers and Parents on the Fluent Reading Skills of Primary School 2nd Grade Students

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