A comparison of three read-aloud methods with children’s picture books in the Turkish language context: Just reading, performance based reading, and interactional reading

•Comparison of read-aloud methods on text reading fluency and reading comprehension.•Read-aloud methods did not produce statistically significant effects at third-grade level.•Read-aloud methods produced statistically significant effects at first-grade level.•Study extendes our understanding about read-aloud methods in the Turkish Language. This study compared the effects of three different read-aloud methods on text reading fluency and reading comprehension. The sample included a total of 152 first-grade and third-grade students. The data were collected by evaluating students' text reading fluency and reading comprehension levels. The analyses showed that while the first graders’ text reading fluency scores did not vary by the read-aloud methods, the first graders’ reading comprehension varied by the read-aloud methods in favor of the group practicing just reading. This result would be important for first-grade students’ teachers. However, the findings from the third graders indicated that neither their text reading fluency nor their reading comprehension levels varied by the read-aloud method. The results of this study provide evidence on the effectiveness of three different read-aloud methods on reading fluency and reading comprehension in the Turkish language context, which is more orthographically transparent than the English language.