Impact of storybook type on kindergarteners' storybook comprehension

Creative Commons License

Kotaman H., Balcı A.

EARLY CHILD DEVELOPMENT AND CARE, cilt.187, sa.11, ss.1771-1781, 2017 (SSCI) identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 187 Sayı: 11
  • Basım Tarihi: 2017
  • Doi Numarası: 10.1080/03004430.2016.1188297
  • Dergi Adı: EARLY CHILD DEVELOPMENT AND CARE
  • Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus
  • Sayfa Sayıları: ss.1771-1781
  • Anahtar Kelimeler: Realistic storybooks, non-realistic storybooks, learning performance, kindergarten children, READING-COMPREHENSION, PRIOR KNOWLEDGE, PICTURE BOOKS, PUPILS RECALL, CD-ROM, PRESCHOOL, FANTASY, LITERACY, LANGUAGE, INVOLVEMENT
  • Atatürk Üniversitesi Adresli: Evet

Özet

The purpose of this study was to examine impact of non-realistic and realistic storybooks on kindergarteners' storybook listening comprehension. One hundred and three kindergarteners ranging in age from 49 to 71 months, with a mean age of 62.08 months (SD = 4.97) from three public kindergartens participated in the study. Participants listened to non-realistic and realistic storybooks and responded to questions on character recall, event recall, plot, reasoning, and problem-solving. One week later, children responded to the same questions in order to measure the impact of persistency in learning. The characters in the non-realistic storybook were animals. This was the sole difference between the two types of storybooks. Findings from both measurements (post-test and follow-up test) revealed statistically significant differences in storybook comprehension in favour of the realistic group. Investigators concluded that realistic storybooks make significant contribution to children's storybook comprehension; therefore, the use of realistic storybooks in early childhood should increase.