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

Abstract

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.