Abstract
ABSTRACT This study is carried out to investigate the impact of İnteractive storybook reading method on scientific vocabulary acquisition by children. The study pattern employed was an experimental one, involving pre-test, post-test, follow-up test, and control group. The study group was composed of 52 children (26 in the experiment group, and 26 in the control group) in the 48–72 months age group, enrolled in the preschool part of two primary schools. Data were gathered through the General Information Form as well as the ‘Scientific Vocabulary Acquisition Assessment Form’ developed by the researchers. The experiment group was enrolled in the Interactive Storybook Reading Programme where the İnteractive storybook reading method was employed for eight weeks. Study results show that the scientific vocabulary acquisition among the children in the experimental group is significantly stronger than that among the children in the control group.
Published Version
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