The Effect of Dialogic Reading on the Asking Skills and Attitudes of Primary School 3rd Grade Students, Based on Revised Bloom’s Taxonomy

The Effect of Dialogic Reading on the Asking Skills and Attitudes of Primary School 3rd Grade Students, Based on Revised Bloom’s Taxonomy

Ergün YURTBAKAN

ABSTRACT
The study to investigate the effect of dialogic reading on the asking skills and attitudes of 3rd year primary school students, based on revised bloom’s taxonomy, is carried out with embedded design of mixed methodology. 16 3rd grade primary school students enrolled in a school in Maçka district of Trabzon province were included in the study, through convenience sampling. The data collection tools employed in the study are the students’ asking skills attitudes scale and the comprehension test based on open-ended questions based on the narrative and information to determine the level of the questions asked by the students, based on revised Bloom’s taxonomy, in the context of semi-structured interviews. Quantitative data were analyzed using Wilcoxon Signed Rank test, whereas the qualitative data were analyzed using descriptive analysis. According to the results of the analysis, dialogic reading was found to lead to a statistically significant difference in the interest aspect of as well as overall asking skills attitudes of 3rd year primary school students. Moreover, the increase in the students’ questions based on high-order thinking skills in revised Bloom’s taxonomy was the cause of the statistically significant difference. Finally, a statistically significant increase was registered in the number of questions based on high-order thinking skills in spite of a decrease in the number of the questions based on low-order thinking skills in the context of narrative texts. The 3rd graders stated that different ideas were voiced during dialogic reading, making them like the experience.

KEYWORDS: Dialogic Reading, Asking Skill, Revised Bloom Taxonomy

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