Author(s): Fatih Ãetin ÃETÄ°NKAYA Halil Ä°brahim ÃKSÃZ Mustafa ÃZTÃRK
The aim of this research is to examine the effect of dialogic reading method on increasing new vocabulary. Throughout the study, quantitative research model and quasi-experimental pattern of controlled group with pre and proof tests were used. Working group of the study consists of 38 4th grade students from low socio-economic status -deemed to be the risk group in terms of vocabulary- and having the most competent ability of expressing on primary school level. 18 students assigned randomly constitute the control group while 20 students constitute experimental group of the study. The data of the research was collected with using story cubes. The students set up a story by gathering the visuals on the face area of nine story cubes. Application process of the study lasted 11 weeks and in total, 21 illustrated children’s book were read. Data of the study was analyzed with SPSS 24 package program. According to the results of the research, no meaningful differences in the stories the students set up were recognized in pretest in terms of syllables, words and sentences while significant differences appeared on behalf of experimental group in all levels in the proof test. The results acquired and the literature show that illustrated children’s books read interactively increase the vocabulary of the children.
The Journal of International Social Research received 7760 citations as per Google Scholar report
