A Teacher-Implemented Shared-Reading Intervention to Promote Early Literacy Skills of Preschoolers Children in Turkey

Autor/in	Laçin, Emre
Titel	A Teacher-Implemented Shared-Reading Intervention to Promote Early Literacy Skills of Preschoolers Children in Turkey
Quelle	In: Reading Psychology, 44 (2023) 6, S.589-603 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Laçin, Emre)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0270-2711
DOI	10.1080/02702711.2023.2179142
Schlagwörter	Preschool Education; Preschool Children; Foreign Countries; Intervention; Emergent Literacy; Student Improvement; Skill Development; Reading Aloud to Others; Preschool Teachers; Control Groups; Differences; Early Intervention; Turkey + Suchen Sie Ihr Suchwort? Pre-school education; Vorschulerziehung; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule; Ausland; Frühleseunterricht; Kompetenzentwicklung; Qualifikationsentwicklung; Erzieher; Erzieherin; Kindergärtnerin; Unterscheiden; Türkei
Abstract	This study was conducted in a preschool in Hatay, Turkey. The effect of the shared-reading method on the early literacy skills of preschool children is examined. Four preschool classes (two experiments and two control) participated in the research. Tools included the intervention program, intervention checklists, interviews, and early literacy skills tests. Pretests were applied to both groups. The first took a 12-week intervention. Post-tests revealed that children in the experimental showed significant improvement and improvement in early literacy skills compared to baseline performance results. The findings provide educators with an understanding of ways to foster the development of early literacy skills at the preschool level. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01