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ABSTRACT
The purpose of this study was to examine impact of non-realistic and realistic storybooks on kindergarteners’ storybook listening comprehension. One hundred and three kindergarteners ranging in age from 49 to 71 months, with a mean age of 62.08 months (SD = 4.97) from three public kindergartens participated in the study. Participants listened to non-realistic and realistic storybooks and responded to questions on character recall, event recall, plot, reasoning, and problem-solving. One week later, children responded to the same questions in order to measure the impact of persistency in learning. The characters in the non-realistic storybook were animals. This was the sole difference between the two types of storybooks. Findings from both measurements (post-test and follow-up test) revealed statistically significant differences in storybook comprehension in favour of the realistic group. Investigators concluded that realistic storybooks make significant contribution to children’s storybook comprehension; therefore, the use of realistic storybooks in early childhood should increase.
Disclosure statement
No potential conflict of interest was reported by the authors.
Notes on contributors
Dr. Hseyin Kotaman received his BSc. Degree in Psychological Guidance from stanbul University in Turkey. He obtained his Masters and Ph. D. degrees in Early Childhood Education from The Pennsylvania State University at University Park, USA. Currently, he is a faculty member in the Department of Child Development at Harran University. He is an active researcher and his research interests include early childhood education, school readiness, emotional intelligence, teacher education, parent education and involvement, educational philosophy.
Miss Asl Balc received her BSc. Degree in Early Childhood Education from Atatrk University in Turkey. She working on her Masters in Gazi University in Early Childhood Education. Currently, she is an assistant faculty member in Department of Early Childhood Education at Atatrk University. She is an active raesearcher and her research interests include early childhood education, parent education and involvement.