Author/Authors
işikoğlu erdoğan, nesrin pamukkale üniversitesi - eğitim fakültesi - okul öncesi eğitimi a.b.d., Turkey , şimşek, zeynep ceren pamukkale üniversitesi - eğitim fakültesi - okul öncesi eğitimi a.b.d., Turkey , canbeldek, merve pamukkale üniversitesi - eğitim fakültesi - okul öncesi eğitimi a.b.d., Turkey
Title Of Article
The Effects of Home-based Dialogic Reading Intervention on 4-5-Year-Old Children’s Language Development
شماره ركورد
19311
Abstract
In order to examine the effects of home-based dialogic reading intervention on 4-5 year-old- children’s language development, the convergent parallel design was selected as a mixed research method. The participants of the study were 32 parents and their children. Informative seminars on dialogic reading were given to the participant parents and later they were asked to read their children three days per week for six weeks. TEDİL was used as a pre-and posttest assessment for language development. For the qualitative data collection, semi-structured interviews were conducted with parents, and they kept reading logs for 6 weeks. The results of the study showed that the home-based dialogic reading intervention improved children’s language scores.
From Page
789
NaturalLanguageKeyword
Dialogic Reading , Reading in Early Childhood , Home , Based Reading , Reading Intervention , Language Development
JournalTitle
Gazi University Journal Of Gazi Educational Faculty
To Page
809
JournalTitle
Gazi University Journal Of Gazi Educational Faculty
Link To Document