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 |
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| 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 |
| 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. |
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| ISSN: | 2154-6282 |
