The study of the effect of the interactive book reading program on 48-66 months-old preschool children’s writing awareness

Abstract

The present study was conducted to examine the effect of the Interactive Book Reading Program on 48-66 months-old preschool children’s writing awareness who have low socio-cultural characteristics. The study was designed in accordance with the semi-experimental design pattern in terms of research purposes. The study group is composed of 23 preschool children showing typical developmental. It is conducted in Diyarbakır during the academic year 2016-2017. As data collection tools, Personal Information Form prepared by the researcher and Writing Awareness subtest of the Early Literacy Skills Assessment Tool which was developed by Karaman (2013) were used. The study was initiated in October 2016 by applying the Writing Awareness subtest in both groups. The study was conducted three days a week (Mondays-Wednesdays-Fridays) on a 10-wk period and each application took approximately 45 minutes. In order to examine the effect of the program ANCOVA was used. It is found that, Interactive Book Reading Practices supported children’s writing awareness performances with low socio-cultural characteristics at a high level. Besides it also supported children whose mother tongue was different from the language used in education.