THE EFFECT OF DIALOGIC READING ON EARLY LITERACY SKILLS OF FIVE-SIX YEARS OLD CHILDREN

Abstract

In this study, it was aimed to investigate the effect of dialogic reading on early literacy skills of five-six years old children. In this research, an experimental administration was carried out by using a pre-test-post-test control group model. The study group of the investigation consisted of a total of 40 children, twenty of whom were in the experimental group while twenty of them were in the control group, who were enrolled in a pre-school affiliated to Malatya Provincial Directorate of National Education in 2018-2019 school year. "Test of Early Literacy (TEL)" and “Child Recognition Form" were used in the study. IBM SPSS Statistics 21 package program was utilized to analyze the data obtained in the study. Independent and dependent groups t-tests were administered. To conclude, it was determined that the Dialogic Reading Program provided a significant increase in the early literacy skills of the children in the experimental group.