Impact of Dialogic Reading on Reading Motivation

Abstract

The purpose of this study is to determine the effect of dialogic reading on the reading motivation of 4th grade students in primary schools, and to gauge their views on dialogic reading. The study group of the research, where a pre-experimental research design (a single group pretest and post-test design) was used, consisted of 15 fourth-grade students who were studying in a primary school in Trabzon province, Maçka, and were selected through appropriate case sampling. In the quantitative dimension of the research, “Reading Motivation Scale” was used as a data collection tool, and in the qualitative dimension, semi-structured interviews were conducted with students. In the analysis of the quantitative data, arithmetic mean and Wilcoxon signed rank test, and standard deviation were used. Descriptive analysis was performed in the analysis of the qualitative data collected. The quantitative results of the research show that dialogic reading increases students' reading motivation. Qualitative results, on the other hand, reveal that students' reading desires increase with dialogic reading, and that they benefit more from this process. Furthermore, the students have stated that the reading process has become more fun and stimulating.