Özet:

In this study, conducted to determine the effect of dialogic reading on the expressive language development of 48-66 months age group children, single group pretest and posttest experimental design has been utilized. The study group was chosen by means of sampling method. Within this scope; a total of 18 children have been included in the study, consisting of 9 boys and 9 girls among the 48-66 months age group nursery class students in a primary school located at Denizli city center. Prior to the study, each child in the experiment group was put to TEDL-3 pretest, and MLU (The Mean Length of Utterance) values were determined by means of taking natural language samples. In the second part of the study, natural language samples collected from the children were examined after being unitized into sentence morphemes; and linguistic performance rates of the sentences in terms of syntax (natural, inverted), and predicates (noun, verb) have been determined. Pretest results show that the children had similar linguistic levels, and that they had a command of similar sentence structures before the practices. Practices lasted for 10 weeks. A total of 24 books, 3 books per week, were read to the children included in the study group by the researcher, using the dialogic method. A great deal of attention was paid to ensure that the books used in the practices are chosen accordingly with the age group of the children in terms of content and form. After the practices, each child in the group was put to the same tests as posttest, and it was observed whether the differentiation between the two tests are meaningful. Results obtained from the research indicate that; dialogic reading affects the expressive language development of the children positively, and that it meaningfully diversified the structures of sentences formed by the children.

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