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

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dc.authoridYILDIRIM, KASIM/0000-0003-1406-709X
dc.contributor.authorSezer, Behlul Bilal
dc.contributor.authorCetinkaya, Fatih Cetin
dc.contributor.authorTosun, Dudu Kaya
dc.contributor.authorYildirim, Kasim
dc.date.accessioned2021-12-01T18:49:25Z
dc.date.available2021-12-01T18:49:25Z
dc.date.issued2021
dc.department[Belirlenecek]en_US
dc.description.abstractThis 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.en_US
dc.identifier.doi10.1016/j.stueduc.2020.100974
dc.identifier.issn0191-491X
dc.identifier.scopus2-s2.0-85098786283en_US
dc.identifier.scopusqualityQ1en_US
dc.identifier.urihttps://doi.org/10.1016/j.stueduc.2020.100974
dc.identifier.urihttps://hdl.handle.net/20.500.12684/10719
dc.identifier.volume68en_US
dc.identifier.wosWOS:000629259300004en_US
dc.identifier.wosqualityQ2en_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.language.isoenen_US
dc.publisherElsevieren_US
dc.relation.ispartofStudies In Educational Evaluationen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectRead alouden_US
dc.subjectReading comprehensionen_US
dc.subjectText reading fluencyen_US
dc.subjectChildren picture booksen_US
dc.subjectPerformance based readingen_US
dc.subjectJust readingen_US
dc.subjectInteractional readingen_US
dc.subjectSimple Viewen_US
dc.subjectTeachersen_US
dc.subjectInterventionen_US
dc.subjectVocabularyen_US
dc.subjectStorybooksen_US
dc.subjectStudentsen_US
dc.subjectFluencyen_US
dc.subjectStylesen_US
dc.subjectTalken_US
dc.titleA comparison of three read-aloud methods with children?s picture books in the Turkish language context: Just reading, performance based reading, and interactional readingen_US
dc.typeArticleen_US

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