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    A comparison of three read-aloud methods with children?s picture books in the Turkish language context: Just reading, performance based reading, and interactional reading
    (Elsevier, 2021) Sezer, Behlul Bilal; Cetinkaya, Fatih Cetin; Tosun, Dudu Kaya; Yildirim, Kasim
    This study compared the effects of three different read-aloud methods on text reading fluency and reading comprehension. The sample included a total of 152 first-grade and third-grade students. The data were collected by evaluating students? text reading fluency and reading comprehension levels. The analyses showed that while the first graders? text reading fluency scores did not vary by the read-aloud methods, the first graders? reading comprehension varied by the read-aloud methods in favor of the group practicing just reading. This result would be important for first-grade students? teachers. However, the findings from the third graders indicated that neither their text reading fluency nor their reading comprehension levels varied by the read-aloud method. The results of this study provide evidence on the effectiveness of three different read-aloud methods on reading fluency and reading comprehension in the Turkish language context, which is more orthographically transparent than the English language.
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    Improving financial literacy through interactive read-aloud with children's picture books
    (Routledge Journals, Taylor & Francis Ltd, 2023) Çetinkaya, Fatih Çetin; Yıldırım, Kasım; Öksüz, Halil İbrahim; Sönmez, Muhammet; Tosun, Dudu Kaya; Rasinski, Timothy; Galeza, Abbey
    The current study aimed to explore the effects of interactive read-aloud with children's picture books on third-grade elementary school students' financial literacy attitude and behavior. A pretest-posttest control group quasi-experimental research design was employed. The sample of the current research consisted of 46 third-grade elementary school students. We randomly assigned two preexisting third-grade elementary school classrooms to the treatment and control groups that appeared similar considering the pretest scores of the groups. While interactive read-aloud was used in the treatment group, just reading read-aloud activities occurred in the control group. The implementation process took four weeks. Before and after the implementation, the measurement tool was administered to the students in the groups. A one-way analysis of covariance was used for the posttest scores of the students in the groups. The analysis revealed that there was a statistically significant difference in favor of the treatment group.