An Adapted Dialogic Reading Program for Turkish Kindergarteners from Low Socio-economic Backgrounds

Abstract

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.

Universal strategies for the improvement of expressive language skills in the primary classroom: A systematic review

“…IBR was found to have a significant impact on participants’ general vocabulary in studies of both small group (Simsek & Erdogan, 2015; d = 1.12 c ) and whole-class delivery (Okyay & Kandir, 2017; d = 0.62 c ). However, the results from Ergül et al (2016) were less consistent as whole-class delivery led to statistically significant differences in participants’ general vocabulary on just one of two standardised vocabulary measures employed ( d = 0.8 c ). Furthermore, in a more intensive condition combining both whole-class and small-group delivery, mean scores in the experimental group reduced ( d = 0.1 c ) on one standardised vocabulary measure and significance was not reached on the other.…”

Effects of Family Literacy Programs on the Emergent Literacy Skills of Children From Low-SES Families: A Meta-Analysis

“…In two studies, the effects of a more intensive version with more training sessions were compared with those of a less intensive version with fewer (Cronan et al, 1996) or without any (O’Farrelly et al, 2018) training sessions. In the other two studies, the effects of an FLP with and without a center-based component were evaluated (Ergül et al, 2016; Lonigan & Whitehurst, 1998). Because these examples show that the same program can be implemented in several ways, we base the overview below on program versions rather than programs.…”

“…DR and HIPPY (Home Instruction Program for Preschool Youngsters) were both evaluated in four studies (DR: Chow & McBride-Chang, 2003;Lonigan & Whitehurst, 1998;Reese et al, 2010;HIPPY: Brown & Lee, 2017;Kağıtçıbașı et al, 2001;Necoechea, 2007;Van Tuijl et al, 2001). In four other studies, effects of an adapted version of DR were examined (Aram et al, 2013;Cooper et al, 2014;Ergül et al, 2016;Murray et al, 2016). Three programs were evaluated twice: PCHP (Parent-Child Home Program; Allen et al, 2007;Manz et al, 2016), PRIMER (PRoducing Infant/Mother Ethnic Readers; Cronan et al, 1996;Cronan et al, 1999), and MEES (Migrant Education Even Start; St.…”

Impact of Literacy Interventions on Reading Skills in Low‐ and Middle‐Income Countries: A Meta‐Analysis

“…For example, Opel, Ameer, and Aboud () as well as Ergül et al. () implemented dialogic reading for 4 weeks and 7 weeks, respectively, and found an effect on children's vocabulary. On the other hand, other studies targeted multiple skills including oral language as part of a comprehensive reading program for longer periods (e.g., 10 months or longer; e.g., Guajardo et al., ; Piper & Kwayumba, ).…”