Abstract
The present study carried out to assess dialogic reading’s effects on 4th graders’ views on values education, and attitudes towards reading based on a quasi-experimental design with pre-test, post-test, and control group. The study group was comprised of 4th graders in a primary school in Yozgat province, Turkey, in 2021-2022 academic year. Data collection tools were the “Reading Attitude Survey” and the “Student Opinions Survey on Values Education”. Mann Whitney U and Wilcoxon Signed Rank tests were used to analyze data. The results revealed that dialogic reading led to statistically significant differences in the views of 4th grade students about values education compared to traditional reading. However, no significant difference was found in children attitude towards reading.
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