Comparing the Effects of Different Book Reading Techniques on Young Children's Language Development

Autor/inn/en	Simsek, Zeynep Ceren; Isikoglu Erdogan, Nesrin
Titel	Comparing the Effects of Different Book Reading Techniques on Young Children's Language Development
Quelle	In: Reading and Writing: An Interdisciplinary Journal, 34 (2021) 4, S.817-839 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Simsek, Zeynep Ceren) ORCID (Isikoglu Erdogan, Nesrin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0922-4777
DOI	10.1007/s11145-020-10091-9
Schlagwörter	Comparative Analysis; Language Acquisition; Dialogs (Language); Language Tests; Scores; Instructional Effectiveness; Preschool Children; Reading Instruction; Educational Technology; Teaching Methods; Receptive Language; Expressive Language; Teacher Student Relationship; Classroom Communication; Foreign Countries; Preschool Education; Turkey + Suchen Sie Ihr Suchwort? Sprachaneignung; Spracherwerb; Dialog; Dialogs; Dialogue; Dialogues; Language test; Sprachtest; Unterrichtserfolg; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Leseunterricht; Unterrichtsmedien; Teaching method; Lehrmethode; Unterrichtsmethode; Rezeptive Kommunikationsfähigkeit; Teacher student relationships; Lehrer-Schüler-Beziehung; Klassengespräch; Ausland; Türkei
Abstract	The purpose of this research study is to compare the effects of digital, dialogic and traditional reading on children's language development aged 48-66 months. Fifty-six randomly selected children enrolled in three different classrooms in a public preschool in Turkey participated in the study. The three classrooms were again randomly assigned as digital, dialogic and traditional reading groups. During the reading activities, a total of 24 storybooks were read by each group every three times in 8 weeks. While the children's language scores (the receptive and expressive language scores) resulted in a significant increase in dialogic reading, the children's language scores in a digital and traditional reading group slightly changed during the intervention. Alternatively, qualitative data suggested that the interaction between teacher and children and between children and children were very limited in a digital and traditional reading group and that limited interaction during reading was the underlying cause of the insignificant increase in children's language scores. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01