An Adapted Dialogic Reading Program for Turkish Kindergarteners from Low Socio-Economic Backgrounds

Autor/inn/en	Ergül, Cevriye; Akoglu, Gözde; Sarica, Ayse D.; Karaman, Gökçe; Tufan, Mümin; Bahap-Kudret, Zeynep; Zülfikar, Deniz
Titel	An Adapted Dialogic Reading Program for Turkish Kindergarteners from Low Socio-Economic Backgrounds
Quelle	In: Journal of Education and Training Studies, 4 (2016) 7, S.169-184 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2324-805X
Schlagwörter	Foreign Countries; Reading Instruction; Reading Programs; Emergent Literacy; Low Income Groups; Kindergarten; Program Effectiveness; Teacher Attitudes; Parent Attitudes; Pretests Posttests; Quasiexperimental Design; Statistical Analysis; Language Skills; Home Study; Check Lists; Phonological Awareness; Expressive Language; Receptive Language; Large Group Instruction; Small Group Instruction; Comparative Analysis; Control Groups; Experimental Groups; Turkey; Test of Early Language Development + Suchen Sie Ihr Suchwort? Ausland; Leseunterricht; Frühleseunterricht; Lehrerverhalten; Elternverhalten; Statistische Analyse; Language skill; Sprachkompetenz; Checkliste; Rezeptive Kommunikationsfähigkeit; Türkei
Abstract	The study aimed to examine the effectiveness of the Adapted Dialogic Reading Program (ADR) on the language and early literacy skills of Turkish kindergarteners from low socio-economic (SES) backgrounds. The effectiveness of ADR was investigated across six different treatment conditions including classroom and home based implementations in various combinations in six different schools. The study group consisted of 112 kindergarteners, their teachers (n = 6) and their parents (n = 56). The treatment lasted for seven weeks. In this quasi-experimental study, children were pre- and post-tested on measures of language and early literacy. Data were analyzed using ANCOVA, a mixed design ANOVA, and a single factor ANOVA. Results revealed that ADR was effective in promoting the language and early literacy skills of kindergarteners in treatment conditions including home based intervention. Intensity of treatment was also found to play a major role in child performance in that, ADR implemented in only one setting (either at home or in the classroom) promoted higher achievement in language while ADR implemented in both settings promoted higher achievement in early literacy. The findings are discussed within the context of early childhood education programs in Turkey. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01