A Teacher‑Implemented Shared‑Reading Intervention to Promote Early Literacy Skills of Preschoolers Children in Turkey

LAÇİN E.

Reading Psychology, cilt.44, sa.6, ss.589-603, 2023 (ESCI) identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 44 Sayı: 6
  • Basım Tarihi: 2023
  • Doi Numarası: 10.1080/02702711.2023.2179142
  • Dergi Adı: Reading Psychology
  • Derginin Tarandığı İndeksler: Emerging Sources Citation Index (ESCI), Scopus, Academic Search Premier, Periodicals Index Online, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), Linguistics & Language Behavior Abstracts, MLA - Modern Language Association Database, Psycinfo
  • Sayfa Sayıları: ss.589-603
  • Hatay Mustafa Kemal Üniversitesi Adresli: Evet

Özet

This study was conducted in a preschool in Hatay, Turkey. The effect of the shared-reading method on the early literacy skills of preschool children is examined. Four preschool classes (two experiments and two control) participated in the research. Tools included the intervention program, intervention checklists, interviews, and early literacy skills tests. Pretests were applied to both groups. The first took a 12-week intervention. Post-tests revealed that children in the experimental showed significant improvement and improvement in early literacy skills compared to baseline performance results. The findings provide educators with an understanding of ways to foster the development of early literacy skills at the preschool level.