Improving financial literacy through interactive read-aloud with children’s picture books


Çetinkaya F. Ç., Yıldırım K., Öksüz H. İ., Sönmez M., Tosun D. K., Rasinski T., ...More

Journal of Educational Research, vol.116, no.1, pp.48-59, 2023 (SSCI) identifier identifier

  • Publication Type: Article / Article
  • Volume: 116 Issue: 1
  • Publication Date: 2023
  • Doi Number: 10.1080/00220671.2023.2182752
  • Journal Name: Journal of Educational Research
  • Journal Indexes: Social Sciences Citation Index (SSCI), Scopus, Academic Search Premier, IBZ Online, Periodicals Index Online, ABI/INFORM, Applied Science & Technology Source, Communication Abstracts, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), Index Islamicus, MLA - Modern Language Association Database, Psycinfo
  • Page Numbers: pp.48-59
  • Keywords: Children's picture books, financial literacy, read-aloud
  • Gazi University Affiliated: Yes

Abstract

The current study aimed to explore the effects of interactive read-aloud with children’s picture books on third-grade elementary school students’ financial literacy attitude and behavior. A pretest-posttest control group quasi-experimental research design was employed. The sample of the current research consisted of 46 third-grade elementary school students. We randomly assigned two preexisting third-grade elementary school classrooms to the treatment and control groups that appeared similar considering the pretest scores of the groups. While interactive read-aloud was used in the treatment group, just reading read-aloud activities occurred in the control group. The implementation process took four weeks. Before and after the implementation, the measurement tool was administered to the students in the groups. A one-way analysis of covariance was used for the posttest scores of the students in the groups. The analysis revealed that there was a statistically significant difference in favor of the treatment group.