Effect of Dialogic and Traditional Reading Methods on 6-Year-Old’s Storytelling and Drawing Skills

Abstract

The aim of this study was to determine the effect of dialogic and traditional reading methods on the storytelling and drawing skills of six-year-old preschool children. Dialogic and traditional reading methods were applied to two different groups and the application stage occurred over a 12-week period, where 24 picture books were read. Before and after the application period, children's stories and drawings were analyzed. It was revealed in the findings of this study that a statistically significant difference occurred in the storytelling and drawing skills of children in the experimental group (EG) who were read books through the dialogic reading method while no statistically significant difference was determined for the storytelling and drawing skills of the control group (CG) who were read books through the traditional reading method. It is seen that the use of dialogic reading with preschool children leaded to the development of their storytelling and drawing skills and it is predictable that it will ultimately support the long-term development of their language, cognitive and social-emotional skills.