A Scoping Review of Research Aiming to Enhance the Early Literacy Skills of Young Turkish Children Through Dialogic Reading

This scoping review offers a comprehensive overview of intervention studies focused on Dialogic Reading (DR) and its role in enhancing early literacy skills among young Turkish-speaking children. The analysis encompasses 25 studies aiming to elucidate the distinctive features of DR interventions in this population. The review reveals a scarcity of research on DR interventions for younger children with developmental delays, learning Turkish as a second language, and those from diverse socio-cultural backgrounds within the Turkish sample. Within the reviewed DR interventions, a notable focus is observed on receptive and expressive vocabulary development, with less emphasis on other early literacy skills such as spelling and letter knowledge. Despite variations in outcomes across studies, there is a general indication that DR holds promise as an effective intervention for enhancing early literacy skills in young Turkish children.