Using dialogical reading strategy in multigrade classes: A case study

This research aims to examine in depth the use of dialogic reading strategy in multigrade classes. In the research, a case study from qualitative research designs was used. The research was carried out in a multi-grade village school in the central district of Bingöl province in the 2023-2024 academic year. The participants of the research consist of five 4th grade and two 3rd grade students studying in multigrade classes. In the research, activities related to the dialogic reading strategy were carried out for a period of 10 weeks. Data collection tools; researcher diary, student diary, unstructured observation notes, personal information form and expert opinion form on children's picture books. The data obtained through data collection tools were subjected to content analysis. As a result of the content analysis, it was seen that the students had affective experiences during the dialogic reading activities, they had positive contributions to the student, reading and group activities were carried out, and the learning environment was interactive, active participation and remarkable. The teacher's role during dialogic reading activities; To reveal the students' prior knowledge and interests, to inform the student, to guide, to give rewards/reinforcers and hints. It was revealed that within the scope of dialogic reading activities, students noticed the formal features of the books they read, criticized the books and made comparisons between books. The problems experienced by the teacher during dialogic reading activities were lack of time and insufficient learning outside the classroom. As a result of student opinions regarding the dialogic reading strategy, students' favorite books and activities, their positive and negative opinions about dialogic reading, and their opinions about making dialogic reading different from other reading activities were determined. After the students' dialogic reading activities, their book reading frequencies were determined based on student opinions. As a result of the research, suggestions were made regarding dialogic reading activities for primary school students