Education Quarterly Reviews
Published: 15 December 2022
The Effect of a Dialogic Reading Program on the Early Literacy Skills of Children in Preschool Period
Yasemin Yüzbaşioğlu, Cemal Akyol
Konya Ahmet Haşhaş Primary School (Turkey), Selçuk University (Turkey)
Download Full-Text Pdf
Keywords: Early Literacy, Dialogic Reading, Expressive Language Vocabulary, Category Naming
The aim of this study is to examine the effect of an dialogic reading program on expressive language vocabulary and category naming skills, which are among the early literacy skills of preschool children. The research was designed in the quasi-experimental model, which is one of the quantitative research methods. The sample of the study consisted of a total of 30 children, 15 girls and 15 boys, between 64 and 72 months of age, who attended a kindergarten in Konya. Fifteen of the children were in the control group and 15 of them were in the experimental group. In addition to the existing preschool education program applied to the groups within the scope of the study, a 10-week dialogic reading program was applied to the experimental group. In the research, "Demographic Information Form" was used as the data collection tool and "Early Literacy Test (ELT)" was used as pre-test and post-test. According to the results of the research, the post-test scores of all groups' expressive language vocabulary and category naming skills increased significantly compared to the pre-test scores. However, the post-test scores of expressive language vocabulary and category naming skills of the experimental group were significantly higher than the control group. Accordingly, it was concluded that the dialogic reading program applied significantly increased the expressive language vocabulary and category naming skills, which are among the early literacy skills.
Armbruster, B. B., Lehr, F., & Osborn, J. (2003). Put reading first: The research building blocks for teaching children to read: Kindergarten through grade 3. Jessup, MD: National Institute for Literacy.
Akoğlu, G., Ergül, C., Duman, Y. (2014). Dialogic reading: Its effectiveness on receptive and expressive language of children in need of protection. Elementary Education Online, 13(2), 622-639. http://ilkogretim-online.org/fulltext/218-1596945674.pdf?1667983351
Beck, I. L., McKeown, M. G., & Kucan, L. (2002). Bringing words to life: Robust vocabulary instruction. Guilford Press.
Doyle, A. (2009). A family literacy program with varying participation structures: Effects on parent and child learning [Unpublished Doctoral Dissertation]. University of Toronto.
Erdoğan, T. (2013). Preparation for reading and writing in the preschool period. In T. Erdoğan (Ed.). Primary school (primary education) preparation and primary school (primary education) programs (pp. 109-131). Eğiten Press.
Greene Brabham, E., & Lynch-Brown, C. (2002). Effects of teachers' reading aloud styles on vocabulary acquisition and comprehension of students in the early elementary grades. Journal of Educational Psychology, 94(3), 465-473. https://doi.org/10.1037/0022-0618.104.22.1685
Gupta, M. S. (2009). Early childhood care and education. PHI Learning Private Limited.
Huebner, C. E., & Payne, K. (2010). Home support for emergent literacy: Follow-up of a community-based implementation of dialogic reading. Journal of Applied Developmental Psychology, 31(3), 195-201. https://doi.org/10.1016/j.appdev.2010.02.002.
Justice, L. M., & Pullen, P. C. (2003). Promising interventions for promoting emergent literacy skills: Three evidence-based approaches. Topics in Early Childhood Special Education, 23(3), 99-113. https://doi.org/10.1177/02711214030230030101
Kargın, T., Ergül, C, Büyüköztürk, Ş. & Güldenoğlu, B. (2015). A study for developing the test of early literacy for Turkish kindergarten children, Ankara University Faculty of Educational Sciences Journal of Special Education 16(3), 237-268. https://doi.org/10.1501/Ozlegt_0000000231
Kargın, T., Güldenoğlu, B., & Ergül, C. (2017). Early literacy profile of kindergarten children: Ankara sample. Ankara University Faculty of Educational Sciences Journal of Special Education, 18(1), 61-87. https://doi.org/10.21565/ozelegitimdergisi.299868
Lerner, J. (2000). Learning disabilities: Theories, diagnosis, and teaching strategies. (8th ed.). Houghton Mifflin College Div.
Lever, R., & Senechal, M. (2011). Discussing stories: on how a guided reading intervention improves kindergartners' oral narrative construction. Journal of Experimental Child Psychology, 108(1), 1-24. https://doi.org/10.1016/j.jecp.2010.07.002
Nelson, P. A. (2005). Could you and your students use a poetry get away? The Reading Teacher, 58(8), 771-773. https://doi.org/10.1598/RT.58.8.7
Pillinger, C., & Wood, C. (2014). Pilot study evaluating the impact of dialogic reading and shared reading at transition to primary school: early literacy skills and parental attitudes. Literacy, 48 (3),155-163. https://doi.org/10.1111/lit.12018
Robbins, C., & Ehri, L. C. (1994). Reading storybooks to kindergartners helps them learn new vocabulary words. Journal of Educational Psychology, 86(1), 54-64. https://doi.org/10.1037/0022-0622.214.171.124
Simsek, Z. C., & Isikoglu Erdogan, N. (2015). Effects of the dialogic and traditional reading techniques on children’s language development. Social and Behavioral Sciences, 197, 754–758. https://doi.org/10.1016/j.sbspro.2015.07.172
Wasik, B. A., & Bond, M. A. (2001). Beyond the pages of a book: Interactive book reading and language development in preschool classrooms. Journal of Educational Psychology, 93(2), 243-250. https://doi.org/10.1037/0022-06126.96.36.199
Whitehurst, G. J., Arnold, D. S., Epstein, J. N., Angell, A. L., Smith, M., & Fischel, J. E. (1994). A picture book reading intervention in day care and home for children from low-income families. Developmental Psychology, 30(5), 679-689. https://eric.ed.gov/?id=EJ493520
Whitehurst, G. J., Epstein, J. N., Angell, A. L., Payne, A. C., Crone, D. A., & Fischel, J. E. (1994). Outcomes of an emergent literacy intervention in Head Start. Journal of Educational Psychology, 86(4), 542-555. https://doi.org/10.1037/0022-06188.8.131.522
Whitehurst, G. J., Falco, F. L., Lonigan, C., Fischel, J. E., DeBaryshe, B. D., Valdez-Menchaca, M. C., & Caulfield, M. (1988). Accelerating language development through picture book reading. Developmental Psychology, 24(4), 552-559. https://doi.org/10.1037/0012-16184.108.40.2062
Whitehurst, G. J., & Lonigan, C. J. (1998). Child development and emergent literacy. Child Development, 69(3), 848-872. https://doi.org/10.1111/j.1467-8624.1998.tb06247.x
Whitehurst, G. J., & Lonigan, C. J. (2001). Emergent literacy: Development from pre-readers to readers. In S. Neuman & D. Dickinson (Eds.). Handbook of early literacy development(pp. 11-29). Guilford Press.