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The Effect of Interactive Book Reading Activities on Children's Print and Phonemic Awareness Skills.

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Title: The Effect of Interactive Book Reading Activities on Children's Print and Phonemic Awareness Skills.
Authors: Altınkaynak, Şenay Özen1 ozensenay@gmail.com
Source: International Journal of Progressive Education. Feb2019, Vol. 15 Issue 1, p88-99. 12p.
Subject Terms: *Phonological awareness, *Reading (Preschool), *Beginning reading, Interactive books, Print awareness
Abstract: The purpose of the current study is to investigate the effect of interactive book reading activities on children's print and phonemic awareness skills. In the current study, the semi-experimental pretest-posttest control group design was used. The sampling of the study consists of 34 children attending independent kindergartens in the city of Kars. Of these 34 children, 17 were assigned to the experimental group and 17 were assigned to the control group. To the experimental group students, children's books were read three times a week for eight weeks in total through the interactive books reading method. The control group students; on the other hand, were read books through the traditional book reading method. In the analysis of the collected data, Mann Whitney U Test and for relational measurements, Wilcoxon Signed Ranks Test was used. At the end of the study, it was found that the interactive books reading activities had significant effects of the development of the children's phonemic and print awareness skills. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
Description
Abstract:The purpose of the current study is to investigate the effect of interactive book reading activities on children's print and phonemic awareness skills. In the current study, the semi-experimental pretest-posttest control group design was used. The sampling of the study consists of 34 children attending independent kindergartens in the city of Kars. Of these 34 children, 17 were assigned to the experimental group and 17 were assigned to the control group. To the experimental group students, children's books were read three times a week for eight weeks in total through the interactive books reading method. The control group students; on the other hand, were read books through the traditional book reading method. In the analysis of the collected data, Mann Whitney U Test and for relational measurements, Wilcoxon Signed Ranks Test was used. At the end of the study, it was found that the interactive books reading activities had significant effects of the development of the children's phonemic and print awareness skills. [ABSTRACT FROM AUTHOR]
ISSN:28347919
DOI:10.29329/ijpe.2019.184.6