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

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.