Abstract
The study aimed to examine the effect of supportive language training activities for bilingual children, who were attending state primary schools in Turkey, on their language skills and reading levels. To this end, one group pre-test and post-test experimental design from quantitative methods was used. 10 primary school children aged 6 to 9 years were selected on a voluntary basis by the Migration Services Centre of Kecioren Municipality in Ankara. Supportive language training activities were applied to the children two hours a day a week for a 12-week period. The Turkish Expressive and Receptive Language Test (TIFALDI) and the wordless picture book “Frog, Where Are You? were used as data collection instruments. Children’s reading levels were evaluated using reading texts of Levels 1, 2, and 3 and the “The Informal Reading Inventory”. The data were analysed using IBM SPSS statistical software version 22.0. The analysis results showed a significant difference between children’s pre-test and post-test scores in TIFALDI and the “Frog, Where Are You?” test in favour of the post-test scores. According to the findings on children’s reading levels, children at the anxiety level progressed to the teaching level and children at the teaching level progressed to the free reading level. In future studies, it can be suggested that evaluations be made using planning, implementation and mixed methods that take into account the holistic development of children in line with their individual needs. In the educational environment, it can be recommended to make arrangements in education programs in line with the needs of bilingual children, to cooperate with teachers, and to provide guidance and psychological services.
Recommended Citation
Temel, Zeynep Fulya; Aksoy, Ayşe Belgin; Bayraktar, Vedat; Ozkan Kunduracı, Hurşide Kübra; Kanat, Kübra; and Karakaş Aksoy, Merve. (2025). Examining the Effect of Supportive Language Training Activities for Bilingual Children on Their Language Skills and Reading Levels. i.e.: inquiry in education: Vol. 17: Iss. 2, Article 2.Retrieved from: https://digitalcommons.nl.edu/ie/vol17/iss2/2