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October 1, 2025Cumhuriyet International Journal of EducationOpen Access

The Impact of Preschool Teachers' Extratextual Talk Profiles on Children's Language Development during Interactive Book Reading

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Authors

SSSema SoydanAKAysel KorkmazHŞHümeyra Nur ŞEN

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Overview

Comparative correlational survey shows interactive book reading influences language skills in preschoolers, indicating teacher talk styles matter.

Key Points

  • High extratextual talk profiles in teachers significantly enhance children's language development scores.
  • Increased verbal language skills were noted, with effect sizes for receptive (d=0.68), expressive (d=0.65), and overall (d=0.69) language.
  • Data collected involved six teachers and 54 children during interactive book reading sessions across ten picture storybooks.
  • Findings emphasize the importance of quality teacher interactions in early childhood education settings.

Cite This Study

Soydan et al. (2025) studied this question.

synapsesocial.com/papers/68dd91cffe798ba2fc498aa9https://doi.org/10.30703/cije.1582528
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Also Consider

Synapse has enriched 5 closely related papers on similar clinical questions. Consider them for comparative context:

  1. 1Measuring Preschool Teachers' Language Use During Shared Book Reading With Children With Developmental Disabilities: A Pilot Study2024
  2. 2Enhancing Preschoolers’ Language Development Through Dialogic Reading: An Experimental Study2025
  3. 3Preschool Teachers’ Metalinguistic Talk During Storybook Reading: Vocabulary Transfer and Messages for Word Learning2026
  4. 4Teaching Style and Storybook Format: Effects on Vocabulary Development and Story Comprehension in Young EAL Learners2026
  5. 5A Study on Changes in Children's Language Development Through Reading Picture Books2024