The effect of enriched educational practices on the reading skills and attitude towards reading of primary school 1 st grade students

In this study, it was investigated whether enriched educational practices used in primary school first grade Turkish lessons have an effect on students' reading skills and attitudes towards reading. The research was designed according to the quasi-experimental model with pretest-posttest control group. The research was carried out on 43 first grade students studying in two public schools at the middling socio-economic level in the spring semester of the 2021-2022 academic year in the Mediterranean Region. The practıces took 10 weeks. In the research, "Reading Skills Scale" and "Attitude Towards Reading Scale" were applied to the experimental and control groups both at the beginning of the experimental procedures and at the end of the experimental procedures. With the "Weekly Self-Assessment Form", the opinions of the students in the experimental group on enriched educational practices, reading skills and attitudes towards reading were taken. The "Personal Information Form" was used to collect the personal information of the students participating in the study. At the end of the research, the opinions of the students in the experimental group about the Turkish lesson and the enriched educational practices applied in the lesson were taken with the "Student Interview Form". The data obtained from the data obtained from the scales, applied after the experimental procedure, were evaluated with the SPSS 22 package program. The Mann-Whitney U test was used on the data obtained from the reading attitude scale and reading skills scale in the research. The data obtained from the interview form and the first part of the weekly self-evaluation form were analyzed with the content analysis method used in qualitative research. In the analysis of the data obtained from the second part of the weekly self-evaluation form, one-way analysis of variance was used for repeated measures. As a result of the research, a statistically significant difference was found in favor of the experimental group in terms of reading skills and reading attitude scale posttest scores. Some of the results obtained from the semi-structured interview form can be summarized as follows: The students said that they liked Turkish lessons more, had fun, and understood easily thanks to the enriched educational practices.