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Examining the Effect of Supportive Language Training Activities on Language Skills and Reading Levels for Bilingual Children

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Title: Examining the Effect of Supportive Language Training Activities on Language Skills and Reading Levels for Bilingual Children
Language: English
Authors: Zeynep Fulya Temel, Ayse Belgin Aksoy, Vedat Bayraktar, Merve Kara kas Aksoy, Hurside Kübra Ozkan Kunduraci, Kübra Kanat
Source: i.e.: inquiry in education. 2025 17(2).
Availability: Center for Inquiry in Education. National Louis University, 122 South Michigan Avenue, Chicago, IL 60603. Tel: 800-443-5522 x2277; e-mail: digitalcommons@nl.edu; Web site: https://digitalcommons.nl.edu/ie/
Peer Reviewed: Y
Page Count: 33
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Descriptors: Foreign Countries, Second Language Instruction, Elementary School Students, Training, Instructional Effectiveness, Reading Skills, Anxiety, Language Skills, Bilingualism, Expressive Language, Receptive Language, Listening Skills, Writing Skills, Speech Skills, Refugees, Turkish
Geographic Terms: Turkey (Ankara), Syria
ISSN: 2154-6282
Abstract: The study aimed to examine the effect of supportive language training activities on language skills and reading levels of bilingual children attending state primary schools in Turkey. Ten primary school children aged 6 to 9 years were selected on a voluntary basis by the Migration Services Centre of Keçiören Municipality in Ankara. Supportive language training activities were applied to the children two hours a day a week for 12 weeks. The Turkish Expressive and Receptive Language Test (TIFALDI) and the wordless picture book "Frog, Where Are You?" were used as data collection instruments. The results showed a significant difference between children's pretest and posttest scores in TIFALDI and the "Frog, Where Are You?" test in favor of posttest scores. According to the findings on children's reading levels, children at the anxiety level progressed to the teaching level, and children at the teaching level progressed to the free reading level.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1491687
Database: ERIC
FullText Text:
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  Data: Examining the Effect of Supportive Language Training Activities on Language Skills and Reading Levels for Bilingual Children
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  Data: <searchLink fieldCode="AR" term="%22Zeynep+Fulya+Temel%22">Zeynep Fulya Temel</searchLink><br /><searchLink fieldCode="AR" term="%22Ayse+Belgin+Aksoy%22">Ayse Belgin Aksoy</searchLink><br /><searchLink fieldCode="AR" term="%22Vedat+Bayraktar%22">Vedat Bayraktar</searchLink><br /><searchLink fieldCode="AR" term="%22Merve+Kara+kas+Aksoy%22">Merve Kara kas Aksoy</searchLink><br /><searchLink fieldCode="AR" term="%22Hurside+Kübra+Ozkan+Kunduraci%22">Hurside Kübra Ozkan Kunduraci</searchLink><br /><searchLink fieldCode="AR" term="%22Kübra+Kanat%22">Kübra Kanat</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22i%2Ee%2E%3A+inquiry+in+education%22"><i>i.e.: inquiry in education</i></searchLink>. 2025 17(2).
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  Data: Center for Inquiry in Education. National Louis University, 122 South Michigan Avenue, Chicago, IL 60603. Tel: 800-443-5522 x2277; e-mail: digitalcommons@nl.edu; Web site: https://digitalcommons.nl.edu/ie/
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  Data: <searchLink fieldCode="DE" term="%22Turkey+%28Ankara%29%22">Turkey (Ankara)</searchLink><br /><searchLink fieldCode="DE" term="%22Syria%22">Syria</searchLink>
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  Data: 2154-6282
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  Label: Abstract
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  Data: The study aimed to examine the effect of supportive language training activities on language skills and reading levels of bilingual children attending state primary schools in Turkey. Ten primary school children aged 6 to 9 years were selected on a voluntary basis by the Migration Services Centre of Keçiören Municipality in Ankara. Supportive language training activities were applied to the children two hours a day a week for 12 weeks. The Turkish Expressive and Receptive Language Test (TIFALDI) and the wordless picture book "Frog, Where Are You?" were used as data collection instruments. The results showed a significant difference between children's pretest and posttest scores in TIFALDI and the "Frog, Where Are You?" test in favor of posttest scores. According to the findings on children's reading levels, children at the anxiety level progressed to the teaching level, and children at the teaching level progressed to the free reading level.
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  Data: 2026
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  Data: EJ1491687
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      – Text: English
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      Pagination:
        PageCount: 33
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Second Language Instruction
        Type: general
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Training
        Type: general
      – SubjectFull: Instructional Effectiveness
        Type: general
      – SubjectFull: Reading Skills
        Type: general
      – SubjectFull: Anxiety
        Type: general
      – SubjectFull: Language Skills
        Type: general
      – SubjectFull: Bilingualism
        Type: general
      – SubjectFull: Expressive Language
        Type: general
      – SubjectFull: Receptive Language
        Type: general
      – SubjectFull: Listening Skills
        Type: general
      – SubjectFull: Writing Skills
        Type: general
      – SubjectFull: Speech Skills
        Type: general
      – SubjectFull: Refugees
        Type: general
      – SubjectFull: Turkish
        Type: general
      – SubjectFull: Turkey (Ankara)
        Type: general
      – SubjectFull: Syria
        Type: general
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      – TitleFull: Examining the Effect of Supportive Language Training Activities on Language Skills and Reading Levels for Bilingual Children
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              Y: 2025
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