Children in Institutional Care: Interactive Book Reading and Early Literacy Skills

Year 2024, Issue: 62, 296 - 330, 23.09.2024

Merve Şepitci Sarıbaş , Fatma Tezel Şahin

https://doi.org/10.9779/pauefd.1387433

Abstract

This study aimed to examine the effect of the Interactive Book Reading (IBR) process on the early literacy skills of children in child sheltering home sites and the attitudes of caregivers toward children’s literature. In the study, a pretest-posttest quasi-experimental design without a control group was applied. The study group consisted of 11 children aged between four and six and 13 caregivers in Sivas Child Sheltering Home Sites. Data collection tools consisted of the "Child General Information Form”, “Caregiver General Information Form”, “Early Literacy Skills Assessment Tool”, and “Attitude Towards Children’s Literature Scale”. The IBR activities were implemented three days a week for eight weeks by the researchers with the participation of the caregivers. The Friedman Test was used in the pretest-posttest and retention test comparisons of the groups, and the Wilcoxon Signed Rank Test was used in determining the groups with significant differences as a result of the test. The study results showed that IBR activities led to significant differences in children’s phonological awareness skills, print awareness, story comprehension skills, visual matching skills, pre-writing skills, and overall early literacy skills. It was revealed that the IBR activities improved the aforementioned skills of children. It was also observed that the IBR activities positively affected the attitudes of caregivers towards children’s literature. In this regard, training caregivers on the IBR approach, dissemination of programs related to IBR, and conducting similar studies with children with different characteristics were recommended.

Keywords

Children under institutional care, Care staff, Interactive book reading, Early literacy skills, Children's literature

Kurum Bakımında Kalan Çocuklar: Etkileşimli Kitap Okuma ve Erken Okuryazarlık Becerileri

Abstract

Araştırmada, etkileşimli kitap okuma (EKO) sürecinin çocuk evleri sitesindeki çocukların erken okuryazarlık becerilerine ve bakım personellerinin çocuk edebiyatına yönelik tutumlarına olan etkisinin incelenmesi amaçlanmıştır. Araştırmada, deneysel desenlerden kontrol grupsuz ön test-son test yarı deneysel desen kullanılmıştır. Çalışma grubunu, Sivas Çocuk Evleri Sitesindeki 4-6 yaşları arasında 11 çocuk ve 13 bakım personeli oluşturmuştur. Veri toplama araçlarını “Çocuk Genel Bilgi Formu”, “Bakım Personeli Genel Bilgi Formu”, “Erken Okuryazarlık Becerilerini Değerlendirme Aracı” ve “Çocuk Edebiyatına Yönelik Tutum Ölçeği” oluşturmuştur. EKO etkinlikleri, sekiz hafta boyunca haftada üç gün araştırmacılar tarafından bakım personellerinin katılımlarıyla çocuklara uygulanmıştır. Grupların ön test-son test ve kalıcılık testi karşılaştırmalarında Friedman Testi, test sonucunda anlamlı farklılıklar oluşturan grupların saptanmasında Wilcoxon İşaretli Sıralar Testi kullanılmıştır. Araştırmanın sonucunda, EKO etkinliklerinin çocukların ses bilgisel farkındalık becerilerinde, yazı farkındalıklarında, öyküyü anlama becerilerinde, görselleri eşleştirme becerilerinde, yazı yazma öncesi becerilerinde ve erken okuryazarlık becerilerinin toplamında anlamlı farklılıklara yol açtığı görülmüştür. EKO etkinliklerinin, çocukların bu becerilerini geliştirdiği saptanmıştır. Ayrıca EKO etkinliklerinin, bakım personellerinin çocuk edebiyatına yönelik tutumlarını olumlu yönde etkilediği görülmüştür. Bu noktada bakım personellerine EKO yaklaşımıyla ilgili eğitimlerin verilmesi, EKO’yla ilgili programların yaygınlaştırılması ve benzer çalışmaların farklı özelliklerdeki çocuklarla yürütülmesi önerilmiştir.

Keywords

Kurum bakımında kalan çocuklar, Bakım personeli, Etkileşimli kitap okuma, Erken okuryazarlık becerileri, Çocuk edebiyatı

References

• Aarnoutse, C., van Leeuwe, J., & Verhoeven, L. (2005). Early literacy from a longitudinal perspective. Educational Research and Evaluation, 11(3), 253-275. https://doi.org/10.1080/08993400500101054
• Akoğlu, G., Ergül, C., & Duman, Y. (2014). Dialogic reading: Its effectiveness on receptive and expressive language of children in need of protection. Elementary Education Online, 13(2), 622-639.
• Akyol, T. & Duran, E. (2010). Effects of the writing preparation in the pre-school education on first-grade writing education. Pamukkale University Journal of Social Sciences Institute, 6, 91-98.
• Altınkaynak, Ş. Ö. (2019). Development of early literacy skills in early childhood. Dumlupınar University Graduate School of Education Journal, 3(1), 37-49.
• Anthony, J. L., Williams, J. M., McDonald, R., & Francis, D. J. (2007). Phonological processing and emergent literacy in younger and older preschool children. Annals of Dyslexia, 57(2), 113-137. https://doi.org/10.1007/s11881-007-0008-8
• Aram, D. & Levin, I. (2002). Mother-child joint writing and storybook reading: Relations with literacy among low SES kindergarteners. Merrill-Palmer Quarterly, 48(2), 202-224. https://doi.org/10.1353/mpq.2002.0005
• Ariaz, S. K. (2010). Vocabulary acquisition of bilingual students through the implementation of dialogic shared storybook reading techniques [Master thesis, Texas At El Paso University]. Scholarworks@utep. https://scholarworks.utep.edu/cgi/viewcontent.cgi?article=3638&context=open_etd
• Arnold, D. H., Lonigan, C. J., Whitehurst, G. J., & Epstein, J. N. (1994). Accelerating language development through picture-book reading. Journal of Educational Psychology, 86(2), 235-243. https://doi.org/10.1037/0022-0663.86.2.235
• Balıkçı, O. S. (2020). Investigation of phonological awareness interventions in early childhood. International Journal of Early Childhood Special Education, 12(1), 277-288. https://doi.org/10.9756/INT-JECSE/V12I1.201010
• Barclay, K. (2014). Preschool: Conducting interactive reading experiences. Young Children, 69(5), 78-83.
• Barnett, S. W. (2001). Preschool education for economically disadvantaged children: Effects on reading achievement and related outcomes. In B. Neuman & D. K. Dickinson (Eds.), Handbook of early literacy research (pp. 421-443). Guilford.
• Batista Rocha, J. C., & da Mota, M. M. P. E. (2023). Does shared reading between parents and children affect the development of emerging literacy? Trends in Psychol, 31, 307-317. https://doi.org/10.1007/s43076-021-00070-6
• Batz Herrera, S. R. (2016). Effects of Epals on Latino/Hispanic mother child interactions and shared book reading [Doctoral dissertation, University of Oregon]. University of Oregon Libraries. https://scholarsbank.uoregon.edu/xmlui/bitstream/handle/1794/20695/BatzHerrera_oregon_0171A_11688.pdf?sequence=1&isAllowed=y
• Bayraktar, V. & Temel, F. (2014). The effect of the program of readiness education on the skills on reading-writing skills. Hacettepe University Journal of Education, 29(3), 8-22.
• Bean, A. F., Perez, B. I., Dynia, J. M., Kaderavek, J. N., & Justice, L. M. (2020). Book-reading engagement in children with autism and language impairment: Associations with emergent-literacy skills. Journal of Autism and Developmental Disorders, 50(3), 1018-1030. https://doi.org/10.1007/s10803-019-04306-4
• Benli, F. Ö., Demir, B. N., & Bay, D. N. (2022). Examination of teachers' classroom practises on print awareness in preschool education. Journal of Interdisciplinary Educational Research, 6(13), 305-327. https://doi.org/10.57135/jier.1143046
• Blewitt, P. & Langan, R. (2016). Learning words during shared book reading: The role of extratextual talk designed to increase child engagement. Journal of Experimental Child Psychology, (150), 404-410. https://doi.org/10.1016/j.jecp.2016.06.009
• Blom Hoffman, J., O’Neil-Pirozzi, T. M., & Cutting, J. (2006). Read together, talk together: The acceptability of teaching parents to use dialogic reading strategies via videotaped instruction. Psychology in the Schools, 43(1), 71-78. https://doi.org/10.1002/pits.20130
• Burgess, S. R., Hecht, S. A., & Lonigan, C. J. (2002). Relations of the home literacy environment (HLE) to the development of reading related abilities: A one-year longitudinal study. Reading Research Quarterly, 37(4), 408-426. https://doi.org/10.1598/RRQ.37.4.4
• Bursal, M. (2019). Basic data analysis with SPSS (2nd ed.). Anı Publishing.
• Büyüköztürk, Ş., Çokluk, Ö., & Köklü, N. (2021). Statistics for the social sciences (25th ed.). Pegem Akademi Publishing.
• Cabell, S. Q., Justice, L. M., Konolda, T., & McGinty, A. S. (2011). Profiles of emergent literacy skills among preschool children who are at risk for academic difficulties. Early Childhood Research Quarterly, 26(1), 1-14. https://doi.org/10.1016/j.ecresq.2010.05.003
• Cabell, S. Q., Zucker, T. A., DeCoster, J., Melo, C., Forston, L., & Hamre, B. (2019). Prekindergarten interactive book reading quality and children’s language and literacy development: Classroom organization as a moderator. Early Education and Development, 30(1), 1-18. https://doi.org/10.1080/10409289.2018.1514845
• Can, A. (2020). Quantitative data analysis with SPSS in the scientific research process (9th ed.). Pegem Akademi Publishing.
• Canibey, L. (2022). Examination of early literacy skill levels in 48-72 month old children attending pre-school education institutions [Unpublished non-thesis master's project, Pamukkale University]. GCRIS. https://gcris.pau.edu.tr/bitstream/11499/38978/1/Lütfiye%20CANİBEY_Proje.pdf
• Cassel, R. (2011). Home literacy factors affecting emergent literacy skills [Unpublished doctoral dissertation, Nova Southeastern University]. NSUWorks. https://nsuworks.nova.edu/cgi/viewcontent.cgi?article=1016&context=cps_stuetd/
• Clay, M. (2005). An observation survey of early literacy achievement (2nd ed.). Heinemann.
• Cline, K. D. & Edwards, C. P. (2017). Parent-child book-reading styles, emotional quality, and changes in early Head Start children’s cognitive scores. Early Education and Development, 28(1), 1-18. https://doi.org/10.1080/10409289.2016.1177392
• Çetin, A. (2019). Investigation of the effect of early literacy skills educational program on early literacy and early mathematics skills [Unpublished doctorate dissertation, Hacettepe University]. National Thesis Center.
• Doctoroff, G. L., Greer, J. A., & Arnold, D. H. (2006). The relationship between social behavior and emergent literacy among preschool boys and girls. Journal of Applied Developmental Psychology, 27(1), 1-13. https://doi.org/10.1016/j.appdev.2005.12.003
• Edwards, C. P. & Willis, L. M. (2000). Integrating visual and verbal literacies in the early childhood classroom. Early Childhood Education Journal, 27(4), 259-565. https://doi.org/10.1023/B:ECEJ.0000003364.99437.5d
• Efe, M. (2018). Investigation of impact of interactive book reading program on writing awareness of 48-66 months old children of preschool period with low sociocultural features [Unpublished master’s thesis, Gazi University]. National Thesis Center.
• Efe, M. & Temel, Z. F. (2018). The study of the effect of the interactive book reading program on 48-66 months-old preschool children’s writing awareness. Journal of Early Childhood Studies, 2(2), 257-283. https://doi.org/10.24130/eccd
• Elliott, E. & Olliff, C. (2008). Developmentally appropriate emergent literacy activities for young children: Adapting the Early Literacy and Learning Model (ELLM). Early Childhood Education Journal, 35(6), 551-556. https://doi.org/10.1007/s10643-007-0232-1
• Er, S. (2016). The importance of parents’ interactive story reading to preschoolers. Başkent Unıversity Journal of Educatıon, 3(2), 156-160.
• Ergül, C., Akoğlu, G., Karaman, G., & Sarıca, A. D. (2017). Effects of dialogic reading program on later reading skills: Follow-up study. Journal of Theoretical Educational Science, 10(2), 191-219. https://doi.org/10.5578/keg.27611
• Ergül, C., Akoğlu, G., Sarıca, A., Tufan, M., & Karaman, G. (2015). Examination of shared book reading activities in kindergartens based on “dialogic reading”. Mersin University Journal of the Faculty of Education, 11(3). https://doi.org/10.17860/efd.88429
• Ergül, C., Sarıca, A. D., & Akoğlu, G. (2016). Dialogic reading: An effective method to improve language and early literacy skills. Ankara University Faculty of Educational Sciences Journal of Special Education, 17(02), 193-206. https://doi.org/10.21565/ozelegitimdergisi.246307
• Evans, M. A., Williamson, K., & Pursoo, T. (2008). Preschoolers’ attention to print during shared book reading. Scientific Studies of Reading, 12(1), 106-129. https://doi.org/10.1080/10888430701773884
• Ezell, H. K. & Justice, L. M. (2000). Increasing the print focus of adult-child shared book reading through observational learning. American Journal of Speech Language Pathology, 9(1), 36-47. https://doi.org/10.1044/1058-0360.0901.36
• Farver, J. M., Nakamoto J., & Lonigan C. J. (2007). Assessing preschoolers' emergent literacy skills in English and Spanish with the get ready to read screening tool. Annals of Dyslexia, 57(2), 161-178. https://doi.org/10.1007/s11881-007-0007-9
• Fleury, U. P., Miramontez, S. H., Hudson, R. F., & Schwartz, I. S. (2014). Promoting active participation in book reading for preschoolers with Autism Spectrum Disorder: A preliminary study. Child Language Teaching and Therapy, 30(3), 273-288. https://doi.org/10.1177%2F0265659013514069
• Fraenkel, J. R. & Wallen, N. E. (1990). How to design and evaluate research in education (1st ed.). McGraw Hill.
• Hargrave, A. C. & Sénéchal, M. (2000). A book reading intervention with preschool children who have limited vocabularies: The benefits of regular reading and dialogic reading. Early Childhood Research Quarterly, 15(1), 75-90. https://doi.org/10.1016/S0885-2006(99)00038-1
• Hudson, M. E. & Test, D. W. (2011). Evaluating the evidence base of shared story reading to promote literacy for students with extensive support needs. Research and Practice for Persons with Severe Disabilities, 36(1-2), 34-45. https://doi.org/10.2511/rpsd.36.1-2.34
• Huebner, C. E. & Meltzoff, A. N. (2005). Intervention to change parent child reading style: A comparison of instructional methods. Applied Developmental Psychology, 26(3), 296-313. https://doi.org/10.1016/j.appdev.2005.02.006
• Huebner, C. E. & Payne, K. (2010). Home support for emergent literacy: Follow-up of a community-based implementation of dialogic reading. Journal of Applied Developmental Psychology, 31(3), 195-201. https://doi.org/10.1016/j.appdev.2010.02.002
• Huennekens, M. E. & Xu, Y. (2016). Using dialogic reading to enhance emergent literacy skills of young dual language learners. Early Childhood Development and Care, 186(2), 324-340. https://doi.org/10.1080/03004430.2015.1031125
• Isbell, R., Sobol, J., Lindauer, L., & Lowrance, A. (2004). The effects of storytelling and story reading on the oral complexity and story comprehension of young children. Early Childhood Education Journal, 32(3),157-163. https://doi.org/10.1023/B:ECEJ.0000048967.94189.a3
• Işıkoğlu Erdoğan, N., Şimşek, Z., & Canbeldek, M. (2017). The effects of home-based dialogic reading intervention on 4-5-year-old children’s language development. Gazi University Journal of Gazi Faculty Education, 37(2), 789-809.
• Işıtan, S., Saçkes, M., & Biber, K. (2020). Supporting children's early literacy development at home. Journal of Education for Life, 34(2), 284-298. https://doi.org/10.33308/26674874.2020342154
• Jalongo, M. R.(2013). Early childhood language arts (6th ed.). Pearson.
• Jimenez, M. E., Reichman, N. E., Mitchell, C., Schneper, L., McLanahan, S., & Notterman, D. A. (2019). Shared reading at age 1 year and later vocabulary: A gene–environment study. The Journal of Pediatrics, 1-8. https://doi.org/10.1016/j.jpeds.2019.07.008
• Justice, L. M. & Ezell, H. (2002). Use of storybook reading to increase print awareness in at risk children. American Journal of Speech-Language Pathology, 11(1), 17-29. https://doi.org/10.1044/1058-0360(2002/003)
• Justice, L. M. & Pence, K. L. (2005). Scaffolding with storybooks: A guide for enhancing young children’s language and literacy achievement. International Reading Association.
• Justice, L. M. & Pullen, P. C. (2003). Promising interventions for promoting emergent literacy skills: Three evidence-based approaches. Topics in Early Childhood Special Education, 23(3), 99-113. https://doi.org/10.1177/02711214030230030101
• Justice, L. M., Kaderavek, J., Bowles, R. P., & Grimm, K. J. (2005). Language impairment, parent-child shared reading, and phonological awareness. Topics in Early Childhood Special Education, 25(3), 143-156. https://doi.org/10.1177/02711214050250030201
• Karadoğan, Z. (2020). The effects of interactive reading applications on reading comprehension and attitude [Unpublished master’s dissertation, Balıkesir University]. National Thesis Center.
• Karagül, S. (2020). The Development of an Attitude Scale towards children’s literature: Validity and reliability study. Journal of Child, Literature and Language Education, 3(2), 203-226. https://doi.org/10.47935/ceded.836154
• Karaman, G. (2013). Development of early literacy skills assessment tool, validity and reliability study [Unpublished doctorate dissertation, Gazi University]. National Thesis Center.
• Karaman, G. (2015). Historical development, theoretical foundations and scope of early literacy skills. In Z. F. Temel (Ed.), Language and early literacy (pp. 10-31). Hedef CS.
• Karaman, G. & Aytar, A. G. (2016). Development of Early Literacy Skills Assessment Tool. Mersin University Journal of the Faculty of Education, 12(2), 516-541. https://doi.org/10.17860/efd.02080
• Kargın, T., Ergül, C., Büyüköztürk, Ş., & Güldenoğlu, B. (2015). A study for developing the Test of Early Literacy for Turkish Kindergarten Children. Ankara University Faculty of Educational Sciences Journal of Special Education, 16(3), 237-268. https://doi.org/10.1501/Ozlegt_0000000231
• Kavcar, S. (2022). The effect of interactive book reading program on the phonoiıcal awareness skills of 48-66 months children [Non-thesis master's project, Pamukkale University]. https://gcris.pau.edu.tr/bitstream/11499/39034/1/SEMA KAVCAR- PROJE.pdf
• Kim, D. & Hall, J. K. (2002). The role of an interactive book reading program in the development of second language pragmatic competence. The Modern Language Journal, 86(3), 332-348.
• Kotaman, H. (2009). Parents’ Self-Efficacy for Storybook Reading Scale. The Journal of Turkish Educational Sciences, 7(4), 767-780.
• Lever, R. & Senechal, M. (2011). Discussing stories: On how a dialogic reading intervention improves kindergartners' oral narrative construction. Journal of Experimental Child Psychology, 108(1), 1-24. https://doi.org/10.1016/j.jecp.2010.07.002
• Levin, I. & Aram, D. (2012). Mother-child joint writing and storybook reading and their effects on kindergartners’ literacy: An intervention study. Read Write, 25(1), 217-249. https://doi.org/10.1007/s11145-010-9254-y
• Li, L. & Tan, C. L. (2016). Home literacy environment and its influence on Singaporean children’s Chinese oral and written language abilities. Early Childhood Education Journal, 44(4), 381-387. https://doi.org/10.1007/s10643-015-0723-4
• Lorio, C. M., & Woods, J. J. (2020). Multi-component professional development for educators in an Early Head Start: Explicit vocabulary instruction during interactive shared book reading. Early Childhood Research Quarterly, 50, 86-100.
• Lust, C. & Donica, D. (2011). Effectiveness of a handwriting readiness program in Head Start: A two-group controlled trial. The American Journal of Occupational Therapy, 65(5), 560-568. https://doi.org/10.5014/ajot.2011.000612
• McGee, L. M. & Morrow, L. M. (2005). Teaching literacy in kindergarten. The Guilford Press.
• McGinty, A. & Justice, L. (2009). Predictors of print knowledge in children with specific language impairment: Experiential and developmental factors. Journal of Speech Language and Hearing Research, 52(1), 81-97. https://doi.org/10.1044/1092-4388(2008/07-0279)
• Missall, K., McConnell, S. R., & Cadigan, K. (2006). Early literacy development: Skill growth and relations between classroom variables for preschool children. Journal of Early Intervention, 29(1), 1-21.
• Missall, K., Reschly, A., Betts, J., McConnell, S., Heistad, D., Pickart, M., … Marston, D. (2007). Examination of the predictive validity of preschool early literacy skills. School Psychology Review, 36(3), 433-452. https://doi.org/10.1080/02796015.2007.12087932
• Mol, S. E., Bus, A. G., & de Jong, M. T. (2009). Interactive book reading in early education: A tool to stimulate print knowledge as well as oral language. Review of Educational Research, 79(2), 979-1007. https://doi.org/10.3102%2F0034654309332561
• Mol, S. E., Bus, A. G., de Jong, M. T., & Smeets, D. J. H. (2008). Added value of dialogic mother-child book reading: A meta-analyses. Early Education and Development, 19(1), 7-26. https://doi.org/10.1080/10409280701838603
• Morgan, P. & Meier, C. R. (2008). Dialogic reading’s potential to improve children’s emergent literacy skills and behavior. Preventing School Failure, 52(4), 11-16. https://doi.org/10.3200/PSFL.52.4.11-16
• Nelson, P. A. (2005). Could you and your students use a poetry getaway? The Reading Teacher, 58(8), 771-773. https://doi.org/10.1598/RT.58.8.7
• Neumann, M. & Neumann, D. A. (2014). A measure of emerging print knowledge in young children. Early Child Development and Care, 184(8), 1142-1159. https://doi.org/10.1080/03004430.2013.853054
• Özkan, Y. (2013). Applied statistics 2 (3rd ed.). Sakarya Publishing.
• Pearson, P. & Fielding, L. (1982). Research update: Listening comprehension. Language Arts, 59(6), 617-629.
• Phillips, B. M., Clancy Menchetti, J., & Lonigan, C. J. (2008). Successful phonological awareness instruction with preschool children lessons from the classroom. Topics in Early Childhood Special Education, 28(1), 3 17. https://doi.org/10.1177%2F0271121407313813
• Piasta, S. B., Justice, L. M., McGinty, A. S., & Kaderavek, J. N. (2012). Increasing young children’s contact with print during shared reading: Longitudinal effects on literacy achievement. Child Development, 83(3), 810-820. https://doi.org/10.1111/j.1467- 8624.2012.01754.x
• Pillinger, C. & Wood, C. (2014). Pilot study evaluating the impact of dialogic reading and shared reading at transition to primary school: early literacy skills and parental attitudes. Literacy, 48(3), 155-163. https://doi.org/10.1111/lit.12018
• Pollo, T. C., Treiman, R., & Kessler, B. (2008). Three perspectives on spelling development. In E. L. Grigorenko & A. J. Naples (Eds.), Single-word reading: Behavioral and biological perspectives (pp. 175-189). Erlbaum.
• Pullen, P. & Justice, L. (2003). Enhancing phonological awareness, print awareness, and oral language skills in preschool children. Intervention in School and Clinic, 39(2), 87-98. https://doi.org/10.1177/10534512030390020401
• Rodríguez, C., van den Boer, M., Jiménez, J. E., & de Jong, P. F. (2015). Developmental changes in the relations between RAN, phonological awareness, and reading in Spanish children. Scientific Studies of Reading, 19(4), 273-288. https://doi.org/10.1080/10888438.2015.1025271
• Rollo, D. & Sulla, F. (2016). Maternal talk in cognitive development: Relations between psychological lexicon, semantic development, empathy, and temperament. Frontiers in Psychology, (7), 1-31. https://doi.org/10.3389/fpsyg.2016.00394
• Rosenkoetter, S. & Barton, L. (2002). Bridges to literacy: Early routines that promote later school success. Zero to Three, 22(4), 33-38.
• Sarıca, A. D. (2016). Interactive Book Reading Program (IBRP): Theoretical foundations. In C. Ergül (Ed.), Interactive Book Reading Program (IBRP) for the development of language and early literacy skills (pp. 1-18). Eğiten Publishing.
• Schickedanz, J. (2004). The role of literacy in early childhood education. Reading Teacher, 58(1), 86-100. https://doi.org/10.1598/RT.58.1.9
• Senechal, M. & Le Fevre, J. A. (2014). Continuity and change in the home literacy environment as predictors of growth in vocabulary and reading. Child Development, 85(4), 1552-1568. https://doi.org/10.1111/cdev.12222
• Shaywitz, S. & Shaywitz, B. (2005). Dyslexia (specific reading disability). Society of Biological Psychiatry, 57(11), 1301-1309. https://doi.org/10.1016/j.biopsych.2005.01.043.
• Sim, S. S. H., Berthelsen, D., Walker, S., Nicholson, J. M., & Fielding Barnsley, R. (2013). A shared reading intervention with parents to enhance young children’s early literacy skills. Early Child Development and Care, 184(11), 1531-1549.
• Speece, D. L., Ritchey, K. D., Cooper, D. H., Roth, F. P., & Schatschneider, C. (2004). Growth in early reading skills from kindergarten to third grade. Contemporary Educational Psychology, 29(3), 312-332. https://doi.org/10.1016/j.cedpsych.2003.07.001
• Spira, E. G., Bracken, S. S., & Fischel, E. J. (2005). Predicting improvement after first-grade reading difficulties: The effects of oral language, emergent literacy, and behavior skills. Developmental Psychology, 41(1), 225-234. https://doi.org/10.1037/0012-1649.41.1.225
• Şimşek, Z. E. & IşıkoğluErdoğan, N. (2015). Effects of the dialogic and traditional reading techniques on children’s language development. Procedia-Social and Behavioral Sciences, (197), 754-758. https://doi.org/10.1016/j.sbspro.2015.07.172
• Taş, E. A. (2022). Investigation of the effect of parent-supported interactive book reading program on early literacy skills of pre-school children [Unpublished master’s thesis, Aydın Adnan Menderes University. National Thesis Center.
• Towson, J. & Gallagher, P. A. (2016). Dialogic reading for young children with disabilities: A review of literature with suggestions for future research. Başkent University Journal of Education, 3(1), 58-71.
• Tuğluk, İ. H., Kök, M., Koçyiğit, S., Kaya, H. İ., & Gençdoğan, B. (2008). Evaluation of pre-school teacher's views about literacy practices. Journal of Kâzım Karabekir Education Faculty, 17, 72-81.
• Turanlı, M. & Güriş, S. (2015). Basic statistics (6th ed.). Der Publishing.
• Türkyılmaz, T. H. (2023). The learning process of reading for students who participated in interactive book reading activities during the preschool period and students who could not participate in preschool education [Unpublished master’s thesis, Ordu University]. National Thesis Center.
• Uyanık, Ö. & Kandır, A. (2010). Early academic skills in preschool period. Journal of Theoretical Educational Science, 3(2), 118-134.
• Valdez Menchaca, M. C. & Whitehurst, G. J. (1992). Accelerating language development through picture book reading: A systematic extension to Mexican day-care. Developmental Psychology, 28(6), 1106-1114. https://doi.org/10.1037/0012-1649.28.6.1106
• Vural, E. S. (2021). The study of the effect of family participated shared book reading program on 5-6 year-old children's early literacy skills and the home early literacy environment [Unpublished master’s thesis, Selçuk University]. National Thesis Center.
• Weigel, D. J., Martin, S. S., & Bennett, K. K. (2006). Contributions of the home literacy environment to preschool aged children’s emerging literacy and language skills. Early Child Development and Care, 176(3-4), 357-378. https://doi.org/10.1080/03004430500063747
• Wesseling, P. B. C., Christmann, C. A., & Lachmann, T. (2017). Shared book reading promotes not only language development, but also grapheme awareness in German kindergarten children. Frontiers in Psychology, 8. https://doi.org/10.3389/fpsyg.2017.00364
• Whalon, K., Delano, M., & Hanline, M. F. (2013). A rationale and strategy for adapting dialogic reading for children with autism spectrum disorder: RECALL. Preventing School Failure: Alternative Education for Children and Youth, 57(2), 93-101. https://doi.org/10.1080/1045988X.2012.672347.
• Whitehurst, G. J. & Lonigan, C. J. (2001). Emergent literacy: Development from pre-readers to readers. In S. Neuman & D. Dickinson (Eds.), Handbook of early literacy development (pp. 11-29). Guilford.
• Whitehurst, G. J., Arnold, D. S., Epstein, J. N., Angell, A. L., Smith, M., & Fischel, J. E. (1994a). A picture book reading intervention in day care and home for children from low-income families. Developmental Psychology, 30(5), 679-689. https://doi.org/10.1037/0012-1649.30.5.679
• Whitehurst, G. J., Epstein, J. N., Angell, A. L., Payne, A. C., Crone, D. A., & Fischel, J. E. (1994b). Outcomes of an emergent literacy intervention in Head Start. Journal of Educational Psychology, 86(4), 542-555. https://doi.org/10.1037/0022-0663.86.4.542
• Whitehurst, G. J., Falco, F. L., Lonigan, C. J., Fischel, J. E., DeBaryshe, B. D., Valdez Menchaca, M. C., & Caulfield, M. (1988). Accelerating language development through picture book reading. Developmental Psychology, 24(4), 552-559.
• Yalavaç, N. (2020). An investigation of the effect of interactive book reading on early literacy skills [Unpublished master’s thesis, Inonu University]. National Thesis Center.
• Yeo, L. S., Ong, W. W., & Ng, C. M. (2014). The home literacy environment and preschool children’s reading skills and interest. Early Education and Development, 25(6), 791-814. https://doi.org/10.1080/10409289.2014.862147
• Yeung, S. S. & King, R. B. (2016). Home literacy environment and English language and literacy skills among Chinese young children who learn English as a second language. Reading Psychology, 37(1), 92-120. https://doi.org/10.1080/02702711.2015.1009591
• Yıldırım, A. & Şimşek, H. (2016). Qualitative Research Methods in Social Sciences (10th ed.). Seçkin Publishing.
• Yıldız Bıçakçı, M., Er, S., & Aral, N. (2017). Views of mothers regarding interactive book-reading process to their children. Education and Science, 42(191), 53-68. https://doi.org/10.15390/EB.2017.7164
• Yıldız Bıçakçı, M., Er, S., & Aral, N. (2018). Effects on the language development of children in the interactive storybook reading process. Kastamonu Education Journal, 26(1), 201-208. https://doi.org/10.24106/kefdergi.375865
• Yorke, A. M., Light, J. C., Gosnell Caron, J., McNaughton, D. B., & Drager, K. D. (2018). The effects of explicit instruction in academic vocabulary during shared book reading on the receptive vocabulary of children with complex communication needs. Augmentative and Alternative Communication, 34(4), 288 300. https://doi.org/10.1080/07434618.2018.1506823
• Yumuş, M. (2018). Investigating the impacts of shared reading intervention program during babyhood on the early literacy abilities, language development and parents' literacy practices [Unpublished doctorate dissertation, Hacettepe University]. National Thesis Center.
• Zucker, T. A., Ward, A. E., & Justice, L. M. (2009). Print referencing during read-alouds: A technique for increasing emergent readers’ print knowledge. The Reading Teacher, 63(1), 62-72. https://doi.org/10.1598/RT.63.1.6.