The Effect of Dialogic Reading on Primary School 4th Grade Students' Writing Attitudes and Writing Motivations

Ergün Yurtbakan

Makale detayları

The Effect of Dialogic Reading on Primary School 4th Grade Students' Writing Attitudes and Writing Motivations

Yazarlar:

Ergün Yurtbakan

Yayıncı:

Pamukkale University

Ana Başlıklar:

Sınıf Eğitimi

Dergi:

Pamukkale Üniversitesi Eğitim Fakültesi Dergisi Issue 63, pp.150-175

Belge Tipi:

Makale

Yayın Tarihi:

1/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001336272

pISSN:

1301-0085

Anahtar kelimeler:

Özet:

 In the study conducted to determine the effect of dialogic reading on the writing attitudes and motivation of primary school 4th grade students, the explanatory design of the mixed method was used. In the study, 2 of 6 4th grade classes of a primary school in Maçka district of Trabzon province were randomly assigned as experimental 18 students and control groups 17 students. The quantitative data collected with Writing Attitude Scale and Writing Motivation Scale were analysed with Mann Whitney U and Wilcoxon Signed Ranks test, while the qualitative data collected with semi-structured interviews were analysed with descriptive analysis. As a result of the analyses, it was revealed that there was no significant difference in the writing attitudes and motivation of primary school 4th grade students when the dialogic reading practice was compared with traditional reading. However, it was determined that the dialogic reading practice was more permanent in the writing attitudes of primary school 4th grade students than traditional reading. Primary school 4th grade students stated that they prefer writing studies with dialogic reading practice because it makes reading and writing fun and that they want writing studies to be done with dialogic reading practice.

 In the study conducted to determine the effect of dialogic reading on the writing attitudes and motivation of primary school 4th grade students, the explanatory design of the mixed method was used. In the study, 2 of 6 4th grade classes of a primary school in Maçka district of Trabzon province were randomly assigned as experimental 18 students and control groups 17 students. The quantitative data collected with Writing Attitude Scale and Writing Motivation Scale were analysed with Mann Whitney U and Wilcoxon Signed Ranks test, while the qualitative data collected with semi-structured interviews were analysed with descriptive analysis. As a result of the analyses, it was revealed that there was no significant difference in the writing attitudes and motivation of primary school 4th grade students when the dialogic reading practice was compared with traditional reading. However, it was determined that the dialogic reading practice was more permanent in the writing attitudes of primary school 4th grade students than traditional reading. Primary school 4th grade students stated that they prefer writing studies with dialogic reading practice because it makes reading and writing fun and that they want writing studies to be done with dialogic reading practice.

 In the study conducted to determine the effect of dialogic reading on the writing attitudes and motivation of primary school 4th grade students, the explanatory design of the mixed method was used. In the study, 2 of 6 4th grade classes of a primary school in Maçka district of Trabzon province were randomly assigned as experimental 18 students and control groups 17 students. The quantitative data collected with Writing Attitude Scale and Writing Motivation Scale were analysed with Mann Whitney U and Wilcoxon Signed Ranks test, while the qualitative data collected with semi-structured interviews were analysed with descriptive analysis. As a result of the analyses, it was revealed that there was no significant difference in the writing attitudes and motivation of primary school 4th grade students when the dialogic reading practice was compared with traditional reading. However, it was determined that the dialogic reading practice was more permanent in the writing attitudes of primary school 4th grade students than traditional reading. Primary school 4th grade students stated that they prefer writing studies with dialogic reading practice because it makes reading and writing fun and that they want writing studies to be done with dialogic reading practice.

 Bu araştırma, etkileşimli okumanın ilkokul 4. sınıf öğrencilerinin yazma tutum ve motivasyonlarına etkisini belirlemek amacıyla yapılmıştır. Karma yöntemin açıklayıcı deseninden yararlanılan çalışmanın nicel kısmında yarı deneysel desenden, nitel kısmında ise özel durum çalışmasından yararlanılmıştır. Çalışmaya Trabzon ilinin Maçka ilçesinde bulunan bir ilkokulun 4. sınıf düzeyindeki 6 şubesinden 2si rastgele deney 18 öğrenci ve kontrol grubu 17 öğrenci olarak atanmıştır. Çalışmadaki veriler 2022-2023 eğitim-öğretim yılının ikinci döneminde toplanmıştır. Çalışmadaki nicel veriler Yazma tutum Ölçeği ve Yazma Motivasyonu Ölçeği, nitel veriler ise yarı yapılandırılmış görüşmeler ile toplanmıştır. Çalışmanın nicel bölümündeki veriler Mann Whitney U ve Wilcoxon İşaretli Sıralar testi ile analiz edilirken nitel bölümündeki veriler betimsel analiz ile analiz edilmiştir. Analizler sonucunda; ilkokul 4. sınıf öğrencilerinin yazma tutum ve motivasyonlarında etkileşimli okuma uygulaması ile geleneksel okuma karşılaştırıldığında anlamlı farklılaşma olmadığı ortaya çıkmıştır. Ancak ilkokul 4. sınıf öğrencilerinin yazma tutumlarında etkileşimli okuma uygulamasının geleneksel okumaya göre daha kalıcı olduğu tespit edilmiştir. İlkokul 4. sınıf öğrencileri, okuma ve yazmayı eğlenceli hale getirmesi nedeniyle etkileşimli okuma uygulaması ile yazma çalışmalarını tercih ettiklerini ve yazma çalışmalarının etkileşimli okuma uygulaması ile yapılmasını istediklerini ifade etmiştir.

Makale detayları

The Effect of Dialogic Reading on Primary School 4th Grade Students' Writing Attitudes and Writing Motivations

Yazarlar:

Ergün Yurtbakan

Yayıncı:

Pamukkale University

Ana Başlıklar:

Sınıf Eğitimi

Dergi:

Pamukkale Üniversitesi Eğitim Fakültesi Dergisi Issue 63, pp.150-175

Belge Tipi:

Makale

Yayın Tarihi:

1/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001336272

pISSN:

1301-0085

Dialogic reading

writing

motivation

attitudeetkileşimli okuma

yazma

motivasyon

tutum

Sayı

Makale detayları

Yazarlar: Ergün Yurtbakan

Yayıncı: Pamukkale University

Ana Başlıklar: Sınıf Eğitimi

Dergi: Pamukkale Üniversitesi Eğitim Fakültesi Dergisi Issue 63, pp.150-175

Belge Tipi: Makale

Yayın Tarihi: 1/2025

Belge Dili: Türkçe

Document ID (Org No.): 2001336272

pISSN: 1301-0085

Sayı

Yazarlar:

Ergün Yurtbakan

Yayıncı:

Pamukkale University

Ana Başlıklar:

Sınıf Eğitimi

Dergi:

Pamukkale Üniversitesi Eğitim Fakültesi Dergisi Issue 63, pp.150-175

Belge Tipi:

Makale

Yayın Tarihi:

1/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001336272

pISSN:

1301-0085