Akademik Veri Yönetim Sistemi
Early Childhood Education Journal, 2025 (SSCI, Scopus)
The present research was an experimental study aimed at determining the effects of second grade students’ retelling through writing and drawing after reading picturebooks on their reading comprehension and reading attitudes. The research methodology included two differing experimental groups and one control group utilizing a pre-test/post-test control group design. The study took place over eight weeks including a pre-test, six-week intervention, and post-test. There were 90 participating second graders from schools located in a socio-economic middle-class district of Ankara, Türkiye. In the written retelling experimental group, students read a total of six children’s picturebooks and provided written retellings along with comparing their retellings with peers. While, in the retelling through drawing experimental group, students drew pictures after reading each picturebook and compared their drawings with peers. Whereas students in the control group read the same picturebooks, yet continued previously established instruction. Ultimately, it was shown both written retelling and retelling through drawing were effective in improving students’ reading comprehension skills with the highest post-test comprehension scores obtained in the written retelling experimental group. Interestingly, students’ reading attitude post-test scores only statistically increased in the retelling through drawing experimental group. Thus, written retelling appeared to be the best choice for teachers who would like to only improve students’ reading comprehension skills. Whereas teachers who want to improve both students’ reading comprehension skills and reading attitudes, retelling through drawing seemed more appropriate.