An Adapted Dialogic Reading Program for Turkish Kindergarteners from Low Socio-economic Backgrounds
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 cla...
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| Veröffentlicht in: | Journal of education and training studies 2016-07, Vol.4 (7), p.169-184 |
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| container_title | Journal of education and training studies |
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| creator | Ergül, Cevriye Akoğlu, Gözde Sarıca, Ayse D. Karaman, Gökçe Tufan, Mümin Bahap-Kudret, Zeynep Deniz, Zülfikar |
| description | 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. |
| doi_str_mv | 10.11114/jets.v4i7.1565 |
| format | Article |
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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. 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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. 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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. 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| ispartof | Journal of education and training studies, 2016-07, Vol.4 (7), p.169-184 |
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| source | ERIC - Full Text Only (Discovery); Alma/SFX Local Collection |
| subjects | Check Lists Comparative Analysis Control Groups Emergent Literacy Experimental Groups Expressive Language Foreign Countries Home Study Kindergarten Language Skills Large Group Instruction Low Income Groups Parent Attitudes Phonological Awareness Pretests Posttests Program Effectiveness Quasiexperimental Design Reading Instruction Reading Programs Receptive Language Small Group Instruction Statistical Analysis Teacher Attitudes Test of Early Language Development Turkey |
| title | An Adapted Dialogic Reading Program for Turkish Kindergarteners from Low Socio-economic Backgrounds |
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