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

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Title: An Adapted Dialogic Reading Program for Turkish Kindergarteners from Low Socio-Economic Backgrounds
Language: English
Authors: Ergül, Cevriye, Akoglu, Gözde, Sarica, Ayse D., Karaman, Gökçe, Tufan, Mümin, Bahap-Kudret, Zeynep, Zülfikar, Deniz
Source: Journal of Education and Training Studies. Jul 2016 4(7):169-184.
Availability: Redfame Publishing Inc. 9450 SW Gemini Drive #99416, Beaverton, OR 97008. Tel: 503-828-0536 ext. 503; Fax: 503-828-0537; e-mail: jets@redfame.com; Web site: http://jets.redfame.com
Peer Reviewed: Y
Page Count: 16
Publication Date: 2016
Document Type: Journal Articles
Reports - Research
Education Level: Kindergarten
Primary Education
Early Childhood Education
Descriptors: Foreign Countries, Reading Instruction, Reading Programs, Emergent Literacy, Low Income Groups, Kindergarten, Program Effectiveness, Teacher Attitudes, Parent Attitudes, Pretests Posttests, Quasiexperimental Design, Statistical Analysis, Language Skills, Home Study, Check Lists, Phonological Awareness, Expressive Language, Receptive Language, Large Group Instruction, Small Group Instruction, Comparative Analysis, Control Groups, Experimental Groups
Geographic Terms: Turkey
Assessment and Survey Identifiers: Test of Early Language Development
ISSN: 2324-805X
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.
Abstractor: As Provided
Number of References: 82
Entry Date: 2016
Accession Number: EJ1098571
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1098571
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  Data: An Adapted Dialogic Reading Program for Turkish Kindergarteners from Low Socio-Economic Backgrounds
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Ergül%2C+Cevriye%22">Ergül, Cevriye</searchLink><br /><searchLink fieldCode="AR" term="%22Akoglu%2C+Gözde%22">Akoglu, Gözde</searchLink><br /><searchLink fieldCode="AR" term="%22Sarica%2C+Ayse+D%2E%22">Sarica, Ayse D.</searchLink><br /><searchLink fieldCode="AR" term="%22Karaman%2C+Gökçe%22">Karaman, Gökçe</searchLink><br /><searchLink fieldCode="AR" term="%22Tufan%2C+Mümin%22">Tufan, Mümin</searchLink><br /><searchLink fieldCode="AR" term="%22Bahap-Kudret%2C+Zeynep%22">Bahap-Kudret, Zeynep</searchLink><br /><searchLink fieldCode="AR" term="%22Zülfikar%2C+Deniz%22">Zülfikar, Deniz</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Education+and+Training+Studies%22"><i>Journal of Education and Training Studies</i></searchLink>. Jul 2016 4(7):169-184.
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  Data: Redfame Publishing Inc. 9450 SW Gemini Drive #99416, Beaverton, OR 97008. Tel: 503-828-0536 ext. 503; Fax: 503-828-0537; e-mail: jets@redfame.com; Web site: http://jets.redfame.com
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  Data: Y
– Name: Pages
  Label: Page Count
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  Data: 16
– Name: DatePubCY
  Label: Publication Date
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  Data: 2016
– Name: TypeDocument
  Label: Document Type
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  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Kindergarten%22">Kindergarten</searchLink><br /><searchLink fieldCode="EL" term="%22Primary+Education%22">Primary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Instruction%22">Reading Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Programs%22">Reading Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Emergent+Literacy%22">Emergent Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Low+Income+Groups%22">Low Income Groups</searchLink><br /><searchLink fieldCode="DE" term="%22Kindergarten%22">Kindergarten</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+Attitudes%22">Parent Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Pretests+Posttests%22">Pretests Posttests</searchLink><br /><searchLink fieldCode="DE" term="%22Quasiexperimental+Design%22">Quasiexperimental Design</searchLink><br /><searchLink fieldCode="DE" term="%22Statistical+Analysis%22">Statistical Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Skills%22">Language Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Home+Study%22">Home Study</searchLink><br /><searchLink fieldCode="DE" term="%22Check+Lists%22">Check Lists</searchLink><br /><searchLink fieldCode="DE" term="%22Phonological+Awareness%22">Phonological Awareness</searchLink><br /><searchLink fieldCode="DE" term="%22Expressive+Language%22">Expressive Language</searchLink><br /><searchLink fieldCode="DE" term="%22Receptive+Language%22">Receptive Language</searchLink><br /><searchLink fieldCode="DE" term="%22Large+Group+Instruction%22">Large Group Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Small+Group+Instruction%22">Small Group Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Comparative+Analysis%22">Comparative Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Control+Groups%22">Control Groups</searchLink><br /><searchLink fieldCode="DE" term="%22Experimental+Groups%22">Experimental Groups</searchLink>
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  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Turkey%22">Turkey</searchLink>
– Name: SubjectThesaurus
  Label: Assessment and Survey Identifiers
  Group: Su
  Data: <searchLink fieldCode="SU" term="%22Test+of+Early+Language+Development%22">Test of Early Language Development</searchLink>
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 2324-805X
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: Ref
  Label: Number of References
  Group: RefInfo
  Data: 82
– Name: DateEntry
  Label: Entry Date
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  Data: 2016
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1098571
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1098571
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 16
        StartPage: 169
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Reading Instruction
        Type: general
      – SubjectFull: Reading Programs
        Type: general
      – SubjectFull: Emergent Literacy
        Type: general
      – SubjectFull: Low Income Groups
        Type: general
      – SubjectFull: Kindergarten
        Type: general
      – SubjectFull: Program Effectiveness
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Parent Attitudes
        Type: general
      – SubjectFull: Pretests Posttests
        Type: general
      – SubjectFull: Quasiexperimental Design
        Type: general
      – SubjectFull: Statistical Analysis
        Type: general
      – SubjectFull: Language Skills
        Type: general
      – SubjectFull: Home Study
        Type: general
      – SubjectFull: Check Lists
        Type: general
      – SubjectFull: Phonological Awareness
        Type: general
      – SubjectFull: Expressive Language
        Type: general
      – SubjectFull: Receptive Language
        Type: general
      – SubjectFull: Large Group Instruction
        Type: general
      – SubjectFull: Small Group Instruction
        Type: general
      – SubjectFull: Comparative Analysis
        Type: general
      – SubjectFull: Control Groups
        Type: general
      – SubjectFull: Experimental Groups
        Type: general
      – SubjectFull: Turkey
        Type: general
      – SubjectFull: Test of Early Language Development
        Type: general
    Titles:
      – TitleFull: An Adapted Dialogic Reading Program for Turkish Kindergarteners from Low Socio-Economic Backgrounds
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            NameFull: Akoglu, Gözde
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              Y: 2016
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