The Effect of Dialogic Reading on Primary School 4th Grade Students' Writing Attitudes and Writing Motivations

In the study conducted to determine the effect of dialogic reading on the writing attitudes and motivation of primary school 4th grade students, the explanatory design of the mixed method was used. In the study, 2 of 6 4th grade classes of a primary school in Ma & ccedil;ka district of Trabzon province were randomly assigned as experimental (18 students) and control groups (17 students). The quantitative data collected with "Writing Attitude Scale" and "Writing Motivation Scale" were analysed with Mann Whitney U and Wilcoxon Signed Ranks test, while the qualitative data collected with semi-structured interviews were analysed with descriptive analysis. As a result of the analyses, it was revealed that there was no significant difference in the writing attitudes and motivation of primary school 4th grade students when the dialogic reading practice was compared with traditional reading. However, it was determined that the dialogic reading practice was more permanent in the writing attitudes of primary school 4th grade students than traditional reading. Primary school 4th grade students stated that they prefer writing studies with dialogic reading practice because it makes reading and writing fun and that they want writing studies to be done with dialogic reading practice.