The Effect of Interactive Reading Aloud on Student Reading Comprehension, Reading Motivation and Reading Fluency

This study aimed to examine the effect of interactive reading aloud (IRA) lessons on students' reading comprehension levels, reading motivation, and reading fluency skills. A mixed experimental design was used to model the study. This study was conducted in a Turkish public school in the academic year 2017-2018, with 62 second-grade students, 22 in the first experimental group, 20 in the second experimental group, and 20 in the control group, and it lasted for 11 weeks. The IRA lessons within the research scope were performed by the researcher in one experimental group and by a secondgrade teacher who was responsible for the class itself in the other experimental group. Reading Comprehension Rubric, Motivation to Read Profile scale, and Rubric for Reading Prosody were used as the data collection tool. The findings of the study revealed that reading comprehension, reading motivation, and reading fluency levels of the students in the experimental groups were higher than those of the students in the class, where lessons were taught on the basis of the current Turkish lesson curriculum. Furthermore, it was determined that IRA practices improved students' levels of reading comprehension, reading motivation and reading fluency skills, independently of the practitioner. R eading is a meaning-making process that is conducted in a regular environment by using prior knowledge in line with an appropriate method and purpose based on the presence of effective communication between an author and reader Comprehension is to make sense of the information received through reading after it is processed in mind. While reading, mind, on the one hand, creates meaning from what the eyes collect from writing, and on the other hand, it combines these with the meanings in the previous lines. In other words, mind carries thoughts from one line to the next and links to the previous and next thoughts. This process is called