The Effect of Interactive Reading on Reading Comprehension, Vocabulary, and Reading Motivation in Children Whose First Language Is Not Turkish

Mustafa Öztürk; Seyit Ateş

doi:10.30703/cije.1769605

EN TR

The Effect of Interactive Reading on Reading Comprehension, Vocabulary, and Reading Motivation in Children Whose First Language Is Not Turkish

Öz

This study investigates the impact of interactive reading practices on reading comprehension, vocabulary development, and reading motivation among children whose first language is not Turkish. Employing a quantitative research paradigm, the study was designed as a quasi-experimental model incorporating pre-test and post-test control groups. The sample consisted of 29 third-grade students enrolled in a public primary school under the authority of the Ministry of National Education in Ankara’s Yenimahalle district during the 2021–2022 academic year. Of the participants, 27 were of Iraqi origin and 3 were Syrian. The intervention spanned ten weeks, with 16 students assigned to the experimental group and 14 to the control group. Data were collected through validated tools, including the “Reading Comprehension Rubric,” the “Reading Motivation Profile” scale, and “Story Cubes,” which served to evaluate vocabulary acquisition. Quantitative analyses revealed that students in the experimental group demonstrated statistically significant improvements in both reading comprehension and reading motivation when compared to their peers in the control group. Although vocabulary gains were also higher among the experimental group, the difference did not reach statistical significance, potentially due to the structured and intensive vocabulary instruction provided to the control group. These findings underscore the efficacy of interactive reading activities as a pedagogical strategy to enhance the reading skills of learners from linguistically diverse backgrounds.

Anahtar Kelimeler

Anne Dili Türkçe Olmayan Çocuklarda Etkileşimli Okumanın Okuduğunu Anlama, Kelime Hazinesi ve Okuma Motivasyonuna Etkisi

Öz

Bu çalışma, anne dili Türkçe olmayan çocuklarda etkileşimli okuma uygulamalarının okuduğunu anlama, kelime hazinesi ve okuma motivasyonu üzerindeki etkisini incelemektedir. Araştırmada nicel araştırma yaklaşımına dayalı, ön test–son test kontrol gruplu yarı deneysel desen kullanılmıştır. Çalışma, 2021–2022 eğitim öğretim yılında Ankara ili Yenimahalle ilçesinde Millî Eğitim Bakanlığına bağlı bir ilkokulun üçüncü sınıfında öğrenim gören ve anne dili Türkçe olmayan 29 öğrenci ile yürütülmüştür. Katılımcıların 27’si Irak kökenli, 3’ü ise Suriye kökenlidir. Müdahale süreci on hafta sürmüş, 16 öğrenci deney grubuna, 14 öğrenci ise kontrol grubuna atanmıştır. Veriler, geçerliği kanıtlanmış “Okuduğunu Anlama Rubriği”, “Okuma Motivasyonu Profili” ölçeği ve kelime öğrenimini değerlendirmek amacıyla kullanılan “Hikâye Küpleri” aracılığıyla toplanmıştır. Nicel analizler, deney grubundaki öğrencilerin kontrol grubundaki akranlarına kıyasla hem okuduğunu anlama hem de okuma motivasyonu açısından istatistiksel olarak anlamlı gelişmeler gösterdiğini ortaya koymuştur. Deney grubunun kelime kazanımlarının da daha yüksek olduğu görülse de bu fark, kontrol grubuna yönelik yapılandırılmış ve yoğun kelime öğretiminden dolayı istatistiksel açıdan anlamlı bulunmamıştır. Bu bulgular, etkileşimli okuma etkinliklerinin, dilsel olarak farklı geçmişlere sahip öğrencilerin okuma becerilerini geliştirmede etkili bir pedagojik strateji olduğunu vurgulamaktadır.

Anahtar Kelimeler

Kaynakça

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Ayrıntılar

Birincil Dil

İngilizce

Konular

Sınıf Eğitimi

Bölüm

Araştırma Makalesi

Yazarlar

Mustafa Öztürk ^*
0000-0002-0612-5416
Türkiye

Seyit Ateş
0000-0002-4498-0376
Türkiye

Yayımlanma Tarihi

4 Mayıs 2026

Gönderilme Tarihi

21 Ağustos 2025

Kabul Tarihi

30 Ocak 2026

Yayımlandığı Sayı

Yıl 2026 Cilt: 15 Sayı: 1

DOI

https://doi.org/10.30703/cije.1769605

IZ

https://izlik.org/JA55LM69TS

Kaynak Göster

RIS / Bibtex

APA

Öztürk, M., & Ateş, S. (2026). The Effect of Interactive Reading on Reading Comprehension, Vocabulary, and Reading Motivation in Children Whose First Language Is Not Turkish. Cumhuriyet Uluslararası Eğitim Dergisi, 15(1), 265-285. https://doi.org/10.30703/cije.1769605

AMA

1.Öztürk M, Ateş S. The Effect of Interactive Reading on Reading Comprehension, Vocabulary, and Reading Motivation in Children Whose First Language Is Not Turkish. CUE. 2026;15(1):265-285. doi:10.30703/cije.1769605

Chicago

Öztürk, Mustafa, ve Seyit Ateş. 2026. “The Effect of Interactive Reading on Reading Comprehension, Vocabulary, and Reading Motivation in Children Whose First Language Is Not Turkish”. Cumhuriyet Uluslararası Eğitim Dergisi 15 (1): 265-85. https://doi.org/10.30703/cije.1769605.

EndNote

Öztürk M, Ateş S (01 Mayıs 2026) The Effect of Interactive Reading on Reading Comprehension, Vocabulary, and Reading Motivation in Children Whose First Language Is Not Turkish. Cumhuriyet Uluslararası Eğitim Dergisi 15 1 265–285.

IEEE

[1]M. Öztürk ve S. Ateş, “The Effect of Interactive Reading on Reading Comprehension, Vocabulary, and Reading Motivation in Children Whose First Language Is Not Turkish”, CUE, c. 15, sy 1, ss. 265–285, May. 2026, doi: 10.30703/cije.1769605.

ISNAD

Öztürk, Mustafa - Ateş, Seyit. “The Effect of Interactive Reading on Reading Comprehension, Vocabulary, and Reading Motivation in Children Whose First Language Is Not Turkish”. Cumhuriyet Uluslararası Eğitim Dergisi 15/1 (01 Mayıs 2026): 265-285. https://doi.org/10.30703/cije.1769605.

JAMA

1.Öztürk M, Ateş S. The Effect of Interactive Reading on Reading Comprehension, Vocabulary, and Reading Motivation in Children Whose First Language Is Not Turkish. CUE. 2026;15:265–285.

MLA

Öztürk, Mustafa, ve Seyit Ateş. “The Effect of Interactive Reading on Reading Comprehension, Vocabulary, and Reading Motivation in Children Whose First Language Is Not Turkish”. Cumhuriyet Uluslararası Eğitim Dergisi, c. 15, sy 1, Mayıs 2026, ss. 265-8, doi:10.30703/cije.1769605.

Vancouver

1.Mustafa Öztürk, Seyit Ateş. The Effect of Interactive Reading on Reading Comprehension, Vocabulary, and Reading Motivation in Children Whose First Language Is Not Turkish. CUE. 01 Mayıs 2026;15(1):265-8. doi:10.30703/cije.1769605