A Comparative Look at Middle School Students’ Reading Preferences: Interviews with Teachers and Students

The aim of this study is to comparatively examine the reading habits of middle school students based on the perspectives of both teachers and students, and to develop a recommended reading list tailored for the middle school level. Conducted using a phenomenological design-one of the qualitative research methods-the study involved 34 Turkish language teachers and 83 middle school students as participants. Data were collected through semi-structured interview forms and analyzed using content analysis. According to the findings, teachers stated that parental encouragement, expectations of academic achievement, grade anxiety, and homework were influential in directing students toward reading. Students, on the other hand, associated their reading motivation more with emotional reasons, curiosity, and personal interests. Regarding book recommendations, it was found that teachers prioritized pedagogical appropriateness, whereas students emphasized content and structural features. Within the scope of the study, 70 books were recommended by teachers and 51 by students, with 37 books appearing on both lists. It was observed that narrative texts were predominant in the recommendations of both groups. The results of the research indicate that students tend to prefer adventure-themed and engaging books, that regular reading habits significantly contribute to the development of language and communication skills, and that despite technological advancements, printed books remain the primary choice for reading.

Cite this article as: Arıcı, A. F., Güneş, G., & Günaydın, Y. (2026). A comparative look at middle school students’ reading preferences: interviews with teachers and students. HAYEF: Journal of Education, 23, 0056, doi: 10.5152/hayef.2026.25056.