The effect of interactive reading on storytelling skills

The aim of this study is to examine the effect of interactive reading studies on storytelling skills. In the study, quantitative research method and pretest-posttest control group design, which is a quasi-experimental design, were preferred. The research was conducted in a state school in Şanlıurfa in the academic year 2018-2019. The study was carried out with 50 third-grade students, 25 in the experimental group and 25 in the control group. To collect the pretest and posttest data of the study, the experimental and control group students were asked to vocalize an illustrated book, which is a silent book, by using a storytelling method, and it was recorded with a tape recorder.The researcher applied interactive reading practices to the experimental group students. The application process of the research lasted 12 weeks, and during this period,18 illustrated children's books were used within interactive reading activities. The data of the study were analyzed with the help of SPSS 24 package program. According to the results obtained in line with the analysis of the data, while there was no significant difference between the experimental and control groups in terms of word number, word diversity, and sentence meaning in the pretest expressions that students created with the storytelling method; a significant difference emerged in favor of the experimental group students in the storytelling part of the posttest. The results obtained at the end of the study and the literature show that interactive reading studies contribute to the development of expressive language skills in children and improve their vocabulary.