Implementation of Dialogic Teaching in Turkish Lessons and Its Effect on Reading Comprehension

Abstract This study has been shaped to cover two objectives. The first of these is to describe in detail the use of dialogic teaching in the field of Turkish reading comprehension, and the second is to determine the effect of dialogic teaching practices on reading comprehension success. The mixed-method design known as convergent design was used in this study. The qualitative research method known as basic qualitative research was preferred to answer the first research question. A quantitative approach was adopted to achieve the study’s second objective. The quasi-experimental design was used at this stage. Thematic analysis was used to analyze and interpret qualitative data in the study. When the data obtained were analyzed, three themes were found: “Implementation in Terms of the Principles of Dialogical Teaching,” “Problems Encountered by the Teacher in Practice,” and “The Effect of Dialogical Teaching on Lessons.” Mixed intra- and inter-group analysis of variance (ANOVA) was used in the analysis of the quantitative data collected pretest and post-test. The analysis results show that there is a difference between the effectiveness of being taught with dialogic teaching practices and being taught under the Turkish Lesson Curriculum.