Oksuz, Halil IbrahimYildirim, KasimCetinkaya, Fatih cetinKosum, Ayse NurAlkar, Nesrullah2025-10-112025-10-1120251090-10271745-5642https://doi.org/10.1080/10901027.2024.2439880https://hdl.handle.net/20.500.12684/21873The current study aimed to explore the read-aloud experiences of Turkish first-grade elementary school teachers. This study employed a cross-sectional survey design, with a total of 61 first-grade elementary school classroom teachers constituting the research sample. A teacher questionnaire was used to collect the data. The research findings revealed that first-grade teachers included read-aloud practices in their teaching processes. They carried out various activities to enhance interaction during read-aloud sessions and utilized texts from both textbooks and picture books for this purpose. Moreover, the teachers employed read-aloud practices more frequently in Turkish language arts lessons and provided advice to families on incorporating read-aloud activities at home. Additionally, some teachers expressed a need for more guidance on how to effectively implement read-aloud practices. By providing effective scaffolding to first-grade teachers, it can be ensured that they utilize read-aloud practices more effectively in classroom teaching processes, thereby supporting children's language skills.en10.1080/10901027.2024.2439880info:eu-repo/semantics/closedAccessArticle4612202402-s2.0-105001993749WOS:001391941400001Q2N/A