Analysis of the effect of dialogical reading on early literacy skills of five-six years old children

Analysis of the Effect of Dialogical Reading on Early Literacy Skills of Five-Six Years Old Children Objective: In this study, it is aimed to measure the effect of dialogic reading on early literacy skills of five-six years old children. Material and Method: The working group of the study consists of whole fourty children, twenty of whom were in the experimental group and twenty of them were in the control group, who were attending a presschool in Malatya Provincial Directorate of National Education in 2017-2018 academic year. Initially, "Test of Early Literacy (TEL)", which was developed by Kargın, Büyüköztürk, Ergül and Güldenoğlu and its validity and reliability studies were conducted in 2015, has been applied to both groups and the information of both groups have been obtained with the "Family and Child Recognition Form" developed by the researcher. In the scope of the research, firstly, the dialogic reading method has been presented to the parents of the children in the experimental group (mother or father who will conduct the study) in a way to form a model through a two day seminar within the school. After, the children in the experimental group have been done dialogic reading study for ten weeks using seventy illustrated children's books selected according to certain criteria. A separate study has been not conducted with the control group. At the end of ten weeks, "early literacy skills", which is the dependent variable of the study, has been re-measured. Findings: It is seen that there is a significant increase in the scores of all subtests and general test score in both experimental and control groups in the final measurement. The Result: According to the point average of vocabulary knowledge, phonetic awareness, letter knowledge, listening comprehension and early literacy skills of the children in the experimental group, who have been subjected to dialogic reading program, T values have increased in all these sub-skills and total test scores at a much higher rate than the control group. Keywords: dialogic reading, early literacy skills, illustrated children's book, reading, writing.