The Interactive Story Reading Method produced significant pretest-to-posttest gains in receptive language vocabulary in the experiment group¶

Claim · All claims
Evidence · 1 study · causal r1 · q3
Currency · newest study 2017 · checked against its sources 2026-11-02 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q3 i? Experiment group children's receptive language standard scores rose significantly from pretest to posttest (z=-4.458, p=0.001). → Okyay 2017

Evidence¶

Okyay 2017¶

Okyay, O. & Kandir, A. (2017). Impact of the Interactive Story Reading Method on Receptive and Expressive Language Vocabulary of Children. European Journal of Educational Research, 6(3), 395-406. https://eric.ed.gov/?id=EJ1149725

q3 · i? · causal · r1

Wilcoxon Signed Rank analysis of TIFALDI receptive subtest pretest/posttest standard scores for the 26-child experiment group; the article reports "a statistically significant difference" with z= -4.458; p=0.001. No effect size is printed.

"reveal a statistically significant difference between the pre -test and post -test standard scores achieved by the children in the experiment group (z= -4.458; p=0.001) (p<0.05)"

Discussion¶

Learner Variables¶

• Communication Skills — outcome: instruction changes it
• Oral Language — outcome: instruction changes it
• Vocabulary — outcome: instruction changes it

Related Claims¶

• The control group, continuing the regular preschool program, also showed significant pretest-to-posttest vocabulary gains — related
• The Interactive Story Reading Method produced significant pretest-to-posttest gains in expressive language vocabulary in the experiment group — related
• Experiment group vocabulary gains persisted at the five-month follow-up, with no significant posttest-to-follow-up decline — related
• Posttest expressive language scores were significantly higher in the experiment group than the control group, while receptive language scores did not differ significantly — related