Abstract
ABSTRACT In this study, we tested the effect of emotion-supported dialogic reading on word learning, story comprehension, and emotion recognition skills of 3–4 years old children. We conducted a within-subject design with a group where the children participated only in dialogic reading sessions (control) and a group where children participated emotion-supported dialogic reading sessions (experimental). 20 Turkish children (11 girls and 9 boys) from low socioeconomic status families participated in the study. Before the intervention, we measured children's basic emotion recognition skills. Eight storybook readings carried out the intervention. Next, we tested children's retelling, word learning, and emotion recognition. The results showed that children did significantly better recognising basic emotions. In addition, children in Emotion-Supported Dialogic Reading understand the stories better than Only Dialogic Reading. However, children's receptive and expressive vocabulary learning did not differ significantly.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
