Sarde Book Reading: Pictures or Words? The use of illustrated books with and without text and the relationship with oral comprehension and vocabulary
DOI:
https://doi.org/10.17058/signo.v50i99.20459Keywords:
Shared reading, Oral comprehension, Vocabulary, Illustrated booksAbstract
This study is a quasi-experimental intervention that investigated whether the use of illustrated books with and without text during shared reading sessions affects the development of oral comprehension and vocabulary in children from a public school in Maricá. Shared reading is a broad term that refers to the practice of sharing or reading a book with a child (MARTINS et al., 2024). The participants were 38 children in their final year of early childhood education, divided into two intervention groups: one with books containing text and another with books without text, along with a control group that did not receive any intervention. Each group participated in 16 shared reading sessions.The results showed a significant increase in oral comprehension and vocabulary scores, especially in the group that used books without text (Group II). Additionally, the interaction between time (pre- and post-tests) and group was significant for both vocabulary scores (p = 0.018, ω² = 0.041; small effect) and comprehension scores (p = 0.042, ω² = 0.023; small effect), indicating that this practice could be an important tool for developing oral language and vocabulary skills.
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