Primary School Teachers' Opinions On Developing Fluent Reading Skills in Turkish Courses

Abstract

The aim of this study is to reveal the opinions of classroom teachers on developing reading skills and fluent reading strategies in Turkish lessons. In the study where the qualitative research method was adopted, phenomenological design was used. The participants of the study consist of 24 classroom teachers working in Altınordu district of Ordu province in the 2024-2025 academic year. Data were collected through a semi-structured interview form and analyzed with the content analysis technique. According to the research findings, teachers find strategies such as repeated reading, reading aloud, poetry and rhyme studies, dramatization and reading theater effective in developing students' reading and fluent reading skills. However, it was also determined that teachers experienced various structural, program-based and environmental difficulties while implementing these strategies. It was determined that family participation, student interest and teacher competencies played an important role in this process. As a result of the research, suggestions were made for enriching the contents for fluent reading and strengthening school-family cooperation.