Improving fifth-grade poor readers’ reading skills with dialogic reading activities

Authors : Şule Gülsüm Özdemir, Pınar Kanık Uysal

Pages : 1230-1252

Doi:10.48146/odusobiad.1544628

View : 130 | Download : 98

Publication Date : 2025-06-29

Article Type : Research Paper

Abstract :The aim of this study was to improve the reading skills of struggling fifth-grade readers through dialogic reading activities. The study employed action research, one of the qualitative research methods. The study was conducted with fifth-grade students at a public school located in the Trabzon province. During the research process, the data collection tools used were reading comprehension tests, researcher journals, observation and interview forms, and a reading prosody rubric. Content analysis and descriptive analysis methods were used for data analysis. The analyses revealed three main themes: development, problems/resistance, and change, as well as five sub-themes: reading fluency, reading comprehension, attention, interaction, and approach, related to the dialogic reading process. While the study found that dialogic reading activities improved students’ fluency, they were not sufficient enough to bring their reading comprehension up to the desired instructional level. Based on these findings, it was concluded that while the dialogic reading method contributed to the development of reading comprehension skills, it was not enough on its own for students to reach the instructional level. The qualitative data findings also revealed that dialogic reading activities increased students’ interest and motivation towards reading, reduced their aversion to books, and improved the quality of their interactions with peers.
Keywords : Etkileşimli okuma, akıcı okuma, okuduğunu anlama

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