Reading and reading comprehension through distance education in primary schools: A case study

The purpose of the research is to determine how reading and reading comprehension activities in primary school fourth-grade Turkish lessons are carried out and the views of teachers and students about the process in question. The research was designed as a holistic single case study in the case study model of qualitative research methods. The research was carried out in a primary school in the Tepebaşı district of Eskişehir in the 2020-2021 academic year. The research was conducted with 28 students and classroom teachers who were studying in the 4th grade through distance education due to the COVID-19 epidemic. The data of the research; Participant observation, audio recordings, semi-structured interviews with teachers and students were collected. The collected data were analyzed by descriptive analysis. As a result of the research, it was seen that the lessons observed were carried out by the five stages of the Turkish lesson plan. Activities for reading and reading comprehension were examined as pre-reading, reading, and post-reading. In the research, the problems experienced were determined when both the observation process and the views of students and teachers were examined. Among the problems related to the learning environment; connection problem, external sound/environment sounds that interfere with the environment in the distance education tool, time limit, etc. is located. Among the problems related to reading skills; accent and intonation errors during reading, word or line skipping, pause, incorrect reading, etc. exists. The views of teachers and students on distance education, Turkish lessons, and reading activities were shared. Keywords: Turkish lesson, Reading comprehension, Fluent reading, Distance education, Covid-19