Impact of realistic and non-realistic storybook characters on young children's book listening comprehension

Creative Commons License

Kotaman H., Balcı A.

EARLY CHILD DEVELOPMENT AND CARE, cilt.189, sa.3, ss.450-462, 2019 (SSCI) identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 189 Sayı: 3
  • Basım Tarihi: 2019
  • Doi Numarası: 10.1080/03004430.2017.1325882
  • Dergi Adı: EARLY CHILD DEVELOPMENT AND CARE
  • Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus
  • Sayfa Sayıları: ss.450-462
  • Anahtar Kelimeler: Realistic storybooks, read-aloud comprehension, unrealistic storybooks, early childhood education, READING-COMPREHENSION, PRIOR KNOWLEDGE, PICTURE BOOKS, PUPILS RECALL, FANTASY, PRESCHOOL, LITERACY, LANGUAGE, INVOLVEMENT, BENEFITS
  • Atatürk Üniversitesi Adresli: Evet

Özet

The purpose of this study was to compare the impact of two storybooks - one with realistic and one with non-realistic characters - on children's comprehension performance. Children's performances in character and event recall, reasoning and problem-solving were compared. The participants were 100 young children enrolled in 1 of 13 classes at 4 public kindergartens in the Erzurum province of Turkey. From each class participants were randomly assigned to realistic and non-realistic story groups. Each participant was tested individually. After storybooks were read, children were asked to respond to questions on character-subject, event recall, reasoning and problem-solving for pre-, post- and (one week later) follow-up tests. Findings revealed that realistic and non-realistic groups' comprehension performance did not significantly differ for post-test. From post- to follow-up test, the non-realistic group's mean scores significantly decreased while the realistic group's mean did not decrease significantly. The investigators concluded that the availability of realistic storybooks in early childhood should increase.