Impacts of Dialogical Storybook Reading on Young Children's Reading Attitudes and Vocabulary Development

Autor/in	Kotaman, Huseyin
Titel	Impacts of Dialogical Storybook Reading on Young Children's Reading Attitudes and Vocabulary Development
Quelle	In: Reading Improvement, 50 (2013) 4, S.199-204 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0510
Schlagwörter	Vocabulary Development; Reading Attitudes; Young Children; Story Reading; Receptive Language; Experimental Groups; Control Groups; Parent Education; Reading Tests; Pretests Posttests; Reading Skills; Correlation; Reading Improvement; Attitude Change; Foreign Countries; Statistical Analysis; Turkey; Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Wortschatzarbeit; Reading behavior; Rading behaviour; Leseverhalten; Frühe Kindheit; Rezeptive Kommunikationsfähigkeit; Parents education; Elternbildung; Elternschule; Lesetest; Reading skill; Lesefertigkeit; Korrelation; Attitudinal change; Einstellungsänderung; Ausland; Statistische Analyse; Türkei
Abstract	The current study assessed the impact of parents' dialogical storybook reading on their children's receptive vocabulary and reading attitudes. Forty parents and their preschoolers participated in the study. Parents were randomly assigned to experimental or control groups. The experimental group received dialogical storybook reading training. Children's receptive vocabulary and reading attitudes were measured before the dialogical storybook reading training and seven weeks after the training. Experimental group children showed significant increases in receptive vocabulary and reading attitude scores. There was no relation between reading attitude and receptive vocabulary development. [This article originally appeared in "Reading Improvement," v45 n2 p199-204 Sum 2008.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10