Reflections of story map and dual entry diary strategies on the critical reading and story writing skills of primary school students

The aim of this study is to examine the reflections on students' critical reading and story writing skills with dual entry diary and story map strategies, which are among the strategies that support the development of literacy skills by making use of children's literature works. The research was conducted with a qualitative approach according to the case study design. The study group of the research consists of 19 fourth grade students studying in the spring term of the 2022-2023 academic year. During the six-week implementation period, different works of children's literature were studied and the data of the study were collected through the activity in which the story map strategy was applied, the activity in which the dual entry diary strategy was applied, and the story writing form for the children's books studied in the implementation weeks. The data collected in the study were analysed through descriptive analysis. According to the findings obtained from the research, it was seen that the student responses showing moderate-good improvement in the sub dimensions of critical reading skills during the implementation process were in the dimensions of meaning making, evaluation, questioning, reflection and association, respectively, from the highest to the lowest level. The findings obtained for the students' story writing skills, on the other hand, as a result of the evaluation of the stories written by the students during the application process according to the story elements, it was determined that they showed partially adequate and adequate development.