Impact of storybook type on kindergarteners’ storybook comprehension

Kotaman, Hüseyin; Balci, Aslı

doi:10.1080/03004430.2016.1188297

Cited by 21 publications

(8 citation statements)

References 41 publications

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“…In line with it, Ratminingsih and Budasi (2018) state that storybook is a type of book that combines the use of text and image to present aesthetic value. In general, storybook consists of characters, plot, conflict, and resolution of the conflict (Kotaman & Balci, 2017), which is presented with pictures.…”

Section: Storybookmentioning

confidence: 99%

Local Culture-based Storybook and Its Effect on Reading Competence

Ratminingsih¹,

Budasi²,

Kurnia³

2020

INT J INSTRUCTION

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Reading is the basic literacy as the foundation for intellectual development. Researchers found that Indonesian students have low reading competence. This is due to the fact that they do not possess a good reading habit. Hence, the study aimed at investigating the effect of local culture-based storybooks, one of which is a fable on students' reading competence and analyzing the effect size of the treatment. It was an experimental research administering post-test only control group design. The population was sixth grade students of elementary schools in Buleleng Regency, Bali. The samples were determined using intact group cluster random sampling technique of 34 students from two elementary schools. Experimental group was treated by using storybook, whereas control group was taught by using text-based story. The data were collected through post-test. The obtained data were analyzed descriptively and inferentially using t-test. Cohen's d was administered to check the effect size. The result proves that there was a significant effect of local culture-based storybook on students' reading competence, while Cohen's d shows that the effect size was medium. Thus, teachers are recommended to regularly use stories for improving reading competence.

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Section: Storybookmentioning

confidence: 99%

Local Culture-based Storybook and Its Effect on Reading Competence

Ratminingsih¹,

Budasi²,

Kurnia³

2020

INT J INSTRUCTION

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“…There is additional evidence that human characters may be supportive for helping children identify and extract story themes. Another study, which did not involve a transfer task, found that 4- and 5-year-olds were more likely to identify the theme of a story they were read (ask permission to join a game) if it featured human characters than if they were read the same story with rabbit characters (Kotaman and Balci, 2017 ). The children who were read the human story also scored better on general story comprehension.…”

Section: Domains Of Learningmentioning

confidence: 99%

The Role of Book Features in Young Children's Transfer of Information from Picture Books to Real-World Contexts

2018

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Picture books are an important source of new language, concepts, and lessons for young children. A large body of research has documented the nature of parent-child interactions during shared book reading. A new body of research has begun to investigate the features of picture books that support children's learning and transfer of that information to the real world. In this paper, we discuss how children's symbolic development, analogical reasoning, and reasoning about fantasy may constrain their ability to take away content information from picture books. We then review the nascent body of findings that has focused on the impact of picture book features on children's learning and transfer of words and letters, science concepts, problem solutions, and morals from picture books. In each domain of learning we discuss how children's development may interact with book features to impact their learning. We conclude that children's ability to learn and transfer content from picture books can be disrupted by some book features and research should directly examine the interaction between children's developing abilities and book characteristics on children's learning.

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“…Anthropomorphic characters facilitate identification more than human characters. However, many studies (Kotaman & Balcı, 2017;Larsen et al, 2018) show that human characters are better at helping readers make sense of characters' actions and understand the moral lesson of the story and put it into practice than anthropomorphic characters. Our participants were more interested in realistically drawn characters (n: 9) and child characters (n: 23).…”

Section: Discussionmentioning

confidence: 99%

A Study of Secondary School Students’ Perceptions of Fictional Characters

Şen¹,

Karagül²

2021

INT J EDUC METHODOL

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<p style="text-align: justify;">Fictional characters give literary works a sense of reality. The actions of fictional characters play a crucial role in children's personality development. Young readers who lack critical reading skills are more likely to incorporate fictional characters into their lives because they have a hard time telling reality from fiction. Therefore, we should determine how children perceive fictional characters and teach them that they are imaginary figures. In this way, we can help them approach those characters' actions from an external and critical perspective. This study adopted a qualitative research design (case study) to investigate secondary school students' perceptions of fictional characters. The sample consisted of 45 secondary school students (28 female and 17 male). Data were collected through interviews and document review techniques. Data were analyzed using content analysis. Results showed that participants were more likely to be interested in and identify with characters with appealing personality traits. They had four types of approaches to fictional characters: (1) Wanting to change the storyline depending on what the fictional character goes through, (2) being influenced by them, (3) seeing them as role models, or (4) ignoring them. They wanted to change the storyline, especially when the villain got what he wanted or when the hero or the victim was unhappy, suggesting that they mostly took the protagonist's side (the good guy). While most participants attributed an ontological meaning to anthropomorphic characters, the symbolic meaning became of secondary importance. They were more interested in and identified more with characters with good living conditions and no death experiences.</p>

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Impact of storybook type on kindergarteners’ storybook comprehension

Cited by 21 publications

References 41 publications

Local Culture-based Storybook and Its Effect on Reading Competence

Local Culture-based Storybook and Its Effect on Reading Competence

The Role of Book Features in Young Children's Transfer of Information from Picture Books to Real-World Contexts

A Study of Secondary School Students’ Perceptions of Fictional Characters

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