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.
In the current research, we aimed to explore the relations between reading comprehension and reading fluency and their connections with each other as an indicator and a predictor. For this overall ...aim, a total of 100 students from the seventh-grade level were enrolled. This research took place in fall semester, 2015, in Turkey’s Denizli province. The participants from all grade levels were willing and available to take part in the present study. Informed consent letters were obtained from all of the participants and their parents or guardians. The participants were relatively homogenous and of middle socioeconomic (SES) status. They ranged in age from 13 through 15 years. For the measures of fluency, components were taken from students’ oral reading of the same texts including narrative and expository according to grade levels. After then, the students’ reading comprehension levels were assessed. Every comprehension test for the grade levels included a narrative text and an expository text, and 12 questions were prepared for every text, six of which were literal and another five of which were inferential. The path analyses were used to identify the relations between reading fluency and reading comprehension. According to the results of the research, some recommendations were given.
•Comparison of read-aloud methods on text reading fluency and reading comprehension.•Read-aloud methods did not produce statistically significant effects at third-grade level.•Read-aloud methods ...produced statistically significant effects at first-grade level.•Study extendes our understanding about read-aloud methods in the Turkish Language.
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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