A Model that Improves Students' Reading Comprehension and Speaking Skills: RDRWP

Abstract

This study examined the effects of the RDRWP model on students’ reading comprehension and speaking skills across middle and high school classrooms in Türkiye. Grounded in constructivist theory, the model integrates book reading, discussion, collaboration, and project-based production, conceptualizing literacy learning as a socially mediated and interactive process. The study employed a mixed-methods design combining quantitative and qualitative data to provide a comprehensive understanding of the implementation and outcomes of the model. The quantitative strand adopted an experimental design to examine changes in students’ reading comprehension and speaking performance, while the qualitative strand drew on semi-structured interviews with participating students and practicing teachers. The 20-week implementation process involved 10 teachers, 72 middle school students, and 66 high school students from different grade levels. Quantitative findings demonstrated that participation in the RDRWP model contributed positively to the development of students’ reading comprehension and speaking skills. Qualitative findings further revealed that the model promoted active participation, collaborative interaction, and the development of a stronger reading culture within classrooms. Overall, the findings suggest that the RDRWP model provides a promising pedagogical framework for integrating reading, discussion, and collaborative meaning-making practices in literacy education.

Keywords

• Reading skills
• Speaking skills
• Book reading model
• Book clubs

Öğrencilerin Okuduğunu Anlama ve Konuşma Becerilerini Geliştiren Bir Model: RDRWP

Abstract

Bu çalışma, Türkiye’deki ortaokul ve lise sınıflarında RDRWP modelinin öğrencilerin okuduğunu anlama ve konuşma becerileri üzerindeki etkilerini incelemiştir. Yapılandırmacı kurama dayanan model, okuryazarlık öğrenmesini sosyal olarak aracılanmış ve etkileşimli bir süreç olarak ele almakta; kitap okuma, tartışma, iş birliği ve proje temelli üretim etkinliklerini bütünleştirmektedir. Araştırmada, modelin uygulanma sürecini ve sonuçlarını kapsamlı biçimde ortaya koyabilmek amacıyla karma yöntem deseni kullanılmıştır. Nicel boyutta deneysel desen benimsenerek öğrencilerin okuduğunu anlama ve konuşma performanslarındaki değişimler incelenmiş; nitel boyutta ise uygulamaya katılan öğrenciler ve öğretmenlerle gerçekleştirilen yarı yapılandırılmış görüşmelerden elde edilen veriler analiz edilmiştir. Yirmi hafta süren uygulama sürecine 10 öğretmen, 72 ortaokul öğrencisi ve 66 lise öğrencisi katılmıştır. Nicel bulgular, RDRWP modeline katılımın öğrencilerin okuduğunu anlama ve konuşma becerilerine olumlu katkı sağladığını göstermiştir. Nitel bulgular ise modelin aktif katılımı, iş birlikli etkileşimi, öğrenci bağlılığını ve sınıflarda daha güçlü bir okuma kültürünün gelişimini desteklediğini ortaya koymuştur. Sonuç olarak, bulgular RDRWP modelinin okuryazarlık eğitiminde okuma, konuşma, iş birliği ve işbirlikli anlam oluşturma uygulamalarını bütünleştiren güçlü bir pedagojik çerçeve sunduğunu göstermektedir.

Keywords

• Okuma becerileri
• konuşma becerileri
• kitap okuma modeli
• kitap kulüpleri

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