Akademik Veri Yönetim Sistemi
Elementary Education Online, cilt.18, sa.2, ss.563-583, 2019 (Scopus)
© 2019, Ankara University. All rights reserved.The main objective of this research was to demonstrate whether dramatic storytelling contributes to the receptive language development of preschool children. This study was conducted during the 2013-2014 academic year and utilized an experimental pre-test/post-test control group model. The research group consisted of 18 children (10 male and 8 female) 42-66 months of age attending preschool in Ankara, Turkey. The experimental group and the control group consisting of nine children each were randomly created. With the experimental group researchers utilized the dramatic storytelling methodology and with the control group the classic telling of a story method. The “Peabody Picture-Vocabulary Test” was utilized for pre and post-test assessment of the children’s level of receptive language. Evaluation of test results was carried out through a statistical software analyses as well as standard observation forms supported test results. According to the results of the applied tests, a significant difference occurred between total score of post-tests for the experimental group and the control group. The difference in test scores supported the use of storytelling among the experimental group as the favoured method for receptive language development and data generated from observation forms substantiated this result. Based on this finding, it is clear that use of the storytelling method with preschool children does significantly contribute to their vocabulary and receptive language development.