Effect of dialogic reading program on basic language skills of first grade primary school students

One of the most powerful communication tools that man has, the language, child's learning and that plays an important role in his development. Early childhood is a critical period in language development. During this period, various activities are recommended to support language development. The most important of these activities is reading the child regularly. In the literature, one of the methods of reading books with the child is stated as Dialogic Reading Program (EKOP). "EKOP'' Based on an effective communication between adults and children, practices differ from traditional practices in terms of enabling children to participate and encourage this participation to continue during and after reading the story before it begins to read the story. This study was conducted to examine the impact of Dialogic Reading Program (EKOP) on primary school students primary language skills. In this study, intertwined patterns, one of the mixed research methods, were used. In the quantitative part of the study, quasi-experimental design with pretest-posttest control group was used. In the qualitative part, interviews were conducted. "Semi-Structured Interview Form" was applied to the students, classroom teachers and parents who were applied at the end of the application process in order to obtain the students' opinions about the experimental process. In addition, observations were made through the researcher's diary. In the study conducted on two groups of one experiment and one control group, was used an unbalanced "pretest-posttest control group" pattern, which was one of the experimental models. The data obtained by quantitative research techniques are supported by qualitative data. Study group, 2018-2019 academic year in Buca district of Izmir one of the primary school's experiments (N=19), one of the control group (N=16), two 1. created the class. The data were collected by Kazak Berument and Gül Güven (2010) (TİFALDİ) to measure the students of receptive and explanatory language skills, and by the "spelling rules scale" among the reading skill scales developed by Obalar (2009) to measure the level of writing skills. The analysis of quantitative data was performed with SPSS 22 program. Descriptive analysis was used in the analysis of qualitative data. As a result of 8 weeks of research, the findings of the study revealed that the students of the experimental group in which the interactive reading program was applied increased their expressive language skills significantly compared to the students of the control group. In addition, according to the scores obtained from the "writing rules scale", students ' awareness of writing rules has increased significantly in favor of the experiment group. These results show that dialogic reading affects the development of Primary School students ' primary language skills significantly in a positive way. There was no significant difference between the experimental and control groups when the scores of posttest were compared to gender. Again, the scale of spelling rules with the receptive, expressive language, pre-test, posttest scores were significantly different in favor of children who have read many times in the receptive language scores compared to the frequency of reading books of families. The dialogic reading program, according to researcher observation, student, parent and classroom teacher views, has been evaluated as a reading method that positively affects the language development of children.