Effects of the dialogic and traditional reading techniques on children’s language development

Abstract

The purpose of this study is to examine the efficacy of a 4-week dialogic reading intervention on the receptive and expressive language skills of 4-5 year old children from low-income families. Control group with pretest – posttest model in experimental design was used. Forty-six children attending a public kindergarten in Denizli were randomly placed in an experiment and a control group. Data were collected through “TEDİL-3” and “Personal Information Form.” In the experimental group, 8 picture books were read by the researcher two times a week for four weeks through dialogic reading techniques. In the control group, the same 8 picture books were read by the classroom teacher through traditional reading. The results showed advances in children’s language development in favor of the experimental group. Suggestions related to literature were discussed.