THE EFFECTS OF PICTURE STORYBOOK READING PRACTICES ON EARLY LITERACY AND MATHEMATICS SKILLS OF 48-60 MONTH-OLD CHILDREN

Abstract

Early academic success is dependent on developing early literacy and mathematical abilities, like other skills. There appears to be a wide variety of children's literature that could be used to help children develop these skills at an early age. The aim of this research was to investigate the impact of reading picture storybooks on early literacy and mathematical development in 48-60 month-old children. The study utilized a mixed-method purpose of employing both experimental and observational data collection techniques. The experimental component employed a pretest/posttest control group design, with a total of thirty (30) picture storybook readings conducted with the experimental group over eight (8) weeks. In addition, observations from the picture storybook reading sessions were recorded by the researcher at the end of the reading period. This research was conducted with children who are 48 - 60 months of age, from an independent kindergarten affiliated with the Ministry of National Education in Kepez Town, Çanakkale Province, Turkey. The following evaluation instruments were used in this study: Picture Storybook Evaluation Scale; Criteria Form for Assessing Mathematical Concepts and Skills in Picture Storybooks; Demographic Information Form; Early Literacy Skills Assessment Tool (ELSAT); Early Mathematics Test (EMAT). The data obtained from the experimental phase were analyzed using the SPSS, while the observational data were analyzed through descriptive analysis. The results concluded that reading picture storybooks to children had a positive impact on both early literacy and mathematics; and there is a strong relationship between the development of these two academic skills.