The Contribution of the Story-Enriched Cognitive Enhancement  Training (SE-COGENT) to Early Literacy Skills

Van Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, 2026; 23(1), s. 117-146. 

Van Yüzüncü Yıl University Journal of Education, 2026; 23(1), p. 117-146. DOI: 10.33711/yyuefd.1815180 

The Contribution of the Story-Enriched Cognitive Enhancement  Training (SE-COGENT) to Early Literacy Skills 

Fatma KOÇ1, Belma TUĞRUL2 

Abstract: Although early literacy interventions have been widely implemented in preschool education,  many existing programs primarily focus on isolated language skills or cognitive processes and are often  designed for atypically developing children or older age groups. Consequently, few comprehensive  interventions integrate cognitive enhancement with story-based, dialogic practices for typically developing  preschool children. The present study aimed to examine the effects of the Story-Enriched Cognitive  Enhancement Training (SE-COGENT), a program that integrates PASS theory–based cognitive modules  with Dialogic Reading applications, on preschool children’s early literacy skills. A quasi-experimental  research design was employed with 44 children attending a kindergarten in Mardin, Türkiye. The  intervention lasted 12 weeks. Data were collected using the Test of Early Literacy, the Print Awareness  Test, the Pre-Writing Skills Assessment Test, and parent and teacher information forms. Non-parametric  statistical analyses were conducted using SPSS 26. The findings indicated that children who participated  in the SE-COGENT program demonstrated statistically significant improvements in vocabulary,  phonological awareness, letter knowledge, listening comprehension, writing awareness, and pre-writing  skills compared to the control group. Taken together, the results suggest that SE-COGENT addresses an  important gap in the literature by offering a holistic, story-enriched cognitive intervention and provides  empirical evidence for its effectiveness among typically developing preschool children. 

Keywords: SE-COGENT, PASS, interactive storybook reading, early literacy skills, preschool. 

Erken Okuryazarlık Becerilerine Hikâye ile Zenginleştirilmiş  Bilişsel Müdahale Programının (HZ-COGENT) Katkısı 

Öz: Okul öncesi eğitimde erken okuryazarlık müdahaleleri yaygın olarak uygulanmakla birlikte, mevcut  programların önemli bir bölümü dil becerilerini ya da bilişsel süreçleri birbirinden bağımsız biçimde ele  almakta ve çoğunlukla atipik gelişim gösteren çocuklar veya daha ileri yaş grupları için tasarlanmaktadır.  Bu durum, tipik gelişim gösteren okul öncesi çocuklara yönelik olarak bilişsel gelişimi hikâye temelli ve  etkileşimli uygulamalarla bütünleştiren kapsamlı müdahale programlarının sınırlı sayıda kalmasına yol  açmaktadır. Bu çalışmanın amacı, PASS kuramına dayalı bilişsel modüller ile etkileşimli okuma  uygulamalarını bütünleştiren Hikâye Temelli Bilişsel Gelişim Destek Programı’nın (HZ-COGENT), okul  öncesi çocukların erken okuryazarlık becerileri üzerindeki etkilerini incelemektir. Araştırma, Mardin  ilinde bir anaokuluna devam eden 44 çocukla yürütülmüş ve yarı deneysel araştırma deseni kullanılmıştır.  Müdahale programı 12 hafta süreyle uygulanmıştır. Veriler; Erken Okuryazarlık Testi, Yazı Farkındalığı  

Geliş tarihi/Received: 01.11.2025 Kabul Tarihi/Accepted: 19.02.2026 Makale Türü: Araştırma Makalesi 

* This study was conducted as part of the first author’s doctoral research under the supervision of the second author. 1 PhD Student, Istanbul Aydin University, Department of Preschool Education, fatmakoc1@stu.aydin.edu.tr, 0000-  0003-4254-253X 

2 Prof. Dr., Istanbul Aydin University, Department of Basic Education, belmatugrul@aydin.edu.tr, 0000-0002-4487-  4514 

Atıf için (To cite): Koç, F., & Tuğrul, B. (2026). The contribution of the story-enriched cognitive enhancement  training (SE-COGENT) to early literacy skills. Van Yüzüncü Yıl University Journal of Education, 23(1), 117-146. https://doi.org/10.33711/yyuefd.1815180

This study is licensed under Creative Commons Attribution-NonCommercial-NonDerivative (CC BY NC ND) 117 

Van Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, 2026; 23(1), s. 117-146. 

Van Yüzüncü Yıl University Journal of Education, 2026; 23(1), p. 117-146. DOI: 10.33711/yyuefd.1815180 

Testi, Yazı Öncesi Beceriler Değerlendirme Aracı ile veli ve öğretmen bilgi formları aracılığıyla  toplanmıştır. Verilerin analizinde SPSS 26 programı kullanılarak parametrik olmayan istatistiksel  yöntemlerden yararlanılmıştır. Elde edilen bulgular, HZ-COGENT programına katılan deney grubu  çocuklarının kelime dağarcığı, fonolojik farkındalık, harf bilgisi, dinlediğini anlama, yazı farkındalığı ve  yazı öncesi beceriler açısından kontrol grubuna kıyasla istatistiksel olarak anlamlı düzeyde gelişim  gösterdiğini ortaya koymuştur. Sonuçlar bir bütün olarak değerlendirildiğinde, HZ-COGENT’in tipik  gelişim gösteren okul öncesi çocuklara yönelik bütüncül ve hikâye temelli bilişsel bir müdahale sunarak  alanyazındaki önemli bir boşluğu doldurduğu ve etkililiğine ilişkin ampirik kanıtlar sağladığı söylenebilir. 

Anahtar kelimeler: HZ-COGENT, PASS, etkileşimli okuma, erken okuryazarlık becerileri, okul öncesi 

Introduction 

Learning to read and write is an important milestone in children's lives (Whitehurst &  Lonigan, 2003). Reading and writing are complex cognitive processes that involve the use of  symbols in spoken language (Ayaş-Köksal, 2017; Koçyiğit, 2021). This process is affected by  many factors. These factors can be summarized as follows: the first is the family's circumstances.  The second factor is the child's cognitive development, intelligence, and personal attitudes. The  third factor is the country's economic situation, education policy, culture, beliefs, teachers'  personal and professional experiences, and the quality of the preschool education children receive  (Demirel, 2012; Efe, 2018; Erginer & Erginer, 2023; Gengeç et al., 2023; Haywood, 1998; Oruç,  2024; Parpucu, 2020; Phillips & Lonigan, 2009; Strang & Piasta, 2016). The quality of preschool  education is enhanced when children develop early literacy skills (Ergül et al., 2015). These skills  are considered essential for children to acquire prior to entering compulsory education. These  skills begin with language acquisition and can be developed through rich and dialogic reading,  comprehension, print awareness, phonological awareness, and pre-writing skills (Ergül et al.,  2015; Ergül et al., 2017; Koçyiğit, 2021; Whitehurst & Lonigan, 1998). Many studies in the  literature provide evidence of the importance of preschool children possessing these skills (Çelik  & Yiğit, 2024; Miller et al., 2006). The findings of these studies have identified important areas  for parents, preschool teachers, and scientists and have laid the groundwork for the development  of intervention programs (Ayaş-Köksal, 2017; Gengeç, 2021). In this regard, the Ministry of  National Education emphasizes the development of early literacy skills within the Preschool  Education Program (MoNE, 2024). 

Various scientific investigations are focusing on intervention programs designed to  enhance early literacy skills, taking into account multiple variables such as teachers’  qualifications, knowledge levels, classroom applications, parents’ education, and the enrichment  of home environments. Among these studies, Yalçıntaş-Sezgin et al. (2019) conducted a study  with 255 preschool teachers to examine how classroom practices related to early literacy varied  by demographic factors. The results indicated that teachers’ demographic characteristics and  classroom practices regarding early literacy significantly influenced children’s early literacy  competencies. Whitehurst and Lonigan (1998) emphasized the need to implement  comprehensive, intensive intervention programs that foster both cognitive and linguistic  development in early childhood to promote early literacy. In this context, the outcomes of two  separate longitudinal studies conducted in the United States (Durkin, 1966; Valdez-Menchaca &  Whitehurst, 1992) are also noteworthy. Durkin (1966) reported that there was no evidence  suggesting that early literacy skills delayed reading development in preschool children. He  further noted that the families of children who acquired reading skills earlier than their peers were  more motivated and dedicated to this process. The researcher also stated that preschool programs 

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should support children's early literacy skills. Another study (Valdez-Menchaca & Whitehurst,  1992) found that one-third of children entered school unprepared for literacy (lacking the  necessary vocabulary, sentence structure, and other basic skills). Furthermore, these children  often fell behind academically, experienced school anxiety, or dropped out of school (Ergül et al.,  2022; Stanovich et al., 1984; Stanovich, 2009). 

Numerous longitudinal studies have revealed that providing children with an environment  rich in stimuli that supports their cognitive growth, early literacy development, and dialogic  reading experiences is the most effective approach to reducing their academic underachievement  (Ayaş-Köksal, 2017; Blatchford & Plewis, 1990; Clay, 1990; Doyle, 2018; Ergül, 2015; Ergül,  2017; Ergül et al., 2019; Gengeç et al., 2023; Haywood, 1998; Özcan, 2024; Whitehurst &  Lonigan, 2003). For this purpose, many intervention programs have been developed to identify  and promote the aforementioned early childhood skills. Among these, the internationally licensed  Cognitive Enhancement Training (COGENT) is a cognitive-based intervention program that  supports the cognitive development of typical and atypical children (Das et al., 2005). This  program was developed based on the four fundamental dimensions of the PASS theory (Planning,  Attention, Successive, and Simultaneous) (Das et al., 1979) to develop children's attention and  mental planning skills and to support their ability to retain, analyze, and apply information (Das  et al., 2007). 

The literature includes studies examining the effects of the COGENT program on  children's early literacy skills (Mayoral-Rodríguez et al., 2015; Yurdabakan & Demirtaş-Yıldız,  2024) and its effects on reading and writing skills (Atmaca, 2020; Das, et al., 2005; Ergin, 2022;  Göger, 2022; Gürbüz, 2018; Hayward et al., 2007; Mahapatra, 2015). However, these studies  have primarily focused on atypically developing children, concentrated on the primary school  period, and examined only the cognitive dimension of the program (COGENT). 

Within the PASS theoretical framework, each cognitive process assumes complementary  yet distinct roles in the development of early literacy subskills. Attention and planning processes  lie at the core of children’s ability to regulate learning-related behaviors, sustain goal-directed  focus, and organize cognitive strategies; in this respect, they provide strong support for early  literacy development (Dunn et al., 2018; Naglieri & Otero, 2018). Attention enables children to  consciously focus on relevant linguistic stimuli, thereby constituting a prerequisite for listening  comprehension and supporting the development of phonological awareness, letter knowledge,  vocabulary, print awareness, and emergent writing skills (Enerem, 2018; Keat & Ismail, 2010).  Planning, in turn, facilitates the selection and organization of strategies that support learning  processes and regulate emerging literacy behaviors (Keat & Ismail, 2010). 

Beyond attention and planning, the PASS model also emphasizes information-processing  mechanisms directly associated with reading. Simultaneous processing supports the holistic  integration of letters and phonemes, thereby contributing to reading fluency, word recognition,  and reading comprehension (Das, et al., 2005; Wang et al., 2012), and is regarded as a strong  predictor of reading and reading comprehension achievement (Enerem, 2018; Wang et al., 2012).  Successive processing, on the other hand, enables the sequential analysis and retention of  phonemes and syllables, providing a cognitive foundation for phonological awareness, decoding,  syntactic processing, and speech articulation (Naglieri & Otero, 2018). Taken together, these  PASS-based cognitive processes offer a comprehensive framework for understanding the  acquisition and integration of early literacy skills.

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In this context, the cognitive intervention modules employed in the present study were  systematically designed to activate attention, planning, and processing of simultaneous and  successive information, in alignment with early literacy demands. Within this holistic framework,  the study aims to integrate the PASS-based cognitive intervention program (COGENT), which  targets four core cognitive processes, with dialogic reading practices that mediate early literacy  skills, conceptualizing this integration both as an instructional method and as a pedagogical  mechanism. Through structured and interactionally rich implementations, the SE-COGENT  program coordinates attention, planning, and information-processing mechanisms to transform  cognitive operations into measurable early literacy outcomes (Das et al., 1979; Das et al., 2007;  Haywood, 1998; Whitehurst & Lonigan, 1998). 

Another application that supports early literacy in children is the Dialogic Reading (DR)  method. This approach relies on effective interaction between the child and the adult and is  structured into three stages: pre-reading, during reading, and post-reading. The first step (pre reading) consists of the preparation stages before reading to children. In this stage, quality books  appropriate to the children's interests and age group are selected. Then, the target words and  phonemes to be emphasized during reading are determined, and the practice environment is  arranged. The second step (reading) involves expanding the reading by asking specific WH  questions, sentence completions, reminders, associations, and open-ended questions related to the  story. The third step (post-reading) includes activities that involve adult-child interaction, such as  completing the story, summarizing it, or creating a new ending (Ergül et al., 2016). DR is an  evidence-based application that develops cognitive and early literacy skills (Aslan, 2024). In the  literature, studies are showing that DR has positive effects on all or some dimensions of early  literacy skills (Armbruster & Fran-Lehr, 2003; Akça, 2021; Bircan, 2019; Çelik, 2021; Çelik &  Yiğit, 2024; Doğan & Enerem, 2022; Ergül et al., 2016; Ergül et al., 2017; Efe, 2018; Enerem,  2018; Erten-Yaşa, 2024; Gengeç, 2021; Gökkuş, 2016; Gözüoğlu, 2023; Hart & Risley, 2003;  Huebner & Payne, 2010; Parpucu, 2020; Şimşek, 2021; Robbins & Ehri, 1994; Schickedanz &  McGee, 2010; Taş & Koçyiğit, 2023; Türkyılmaz, 2023; Whitehurst et al., 1994a; Whitehurst &  Lonigan, 1998; Whitehurst & Lonigan, 2003; Yalman, 2020; Yalavaç, 2020; Yumuş, 2018). 

There is an interactive relationship between children's cognitive development and early  literacy (Aslan, 2024; Haywood, 1998). Children coming from adverse conditions can catch up  with their peers through scientifically grounded cognitive intervention programs implemented  during early childhood (Aslan, 2021; Doyle, 2018; Haywood, 1998; Snow et al., 1998; Uz 

Hasırcı, 2021). To date, no holistic study has examined the COGENT program for typically  developing preschool children regarding its enrichment across all dimensions of early literacy  skills. The findings of this study are expected to provide valuable insights for preschool  education practitioners, educational researchers, developmental specialists, and early literacy  programs. Additionally, the study will help determine the effectiveness of the cognitive  intervention program on preschool children’s early literacy skills. As an internationally  applicable program, the results, particularly concerning typically developing preschool children,  are anticipated to contribute to the global literature. 

Purpose of the Study 

No research has been identified in the literature that investigates the impact of the Story Enriched Cognitive Development Program (SE-COGENT) on all aspects of early literacy skills  among typically developing preschool children. Therefore, the present study sought to determine 

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whether significant differences existed between the pretest and posttest scores of preschool  children in the experimental group who participated in the SE-COGENT program with respect to  their vocabulary and letter knowledge, phonological awareness, listening comprehension, writing  awareness, and pre-writing abilities. 

Method 

Research Design 

This research adopted a quantitative methodology and applied a quasi-experimental  design, one of the experimental research models, to explore the causal relationship between the  independent variable, the Story-Enriched Cognitive Enhancement Training Program (SE COGENT), and the dependent variable, preschool children’s early literacy skills (Creswell,  2020). In the study, both the experimental and control groups received pretests and posttests;  however, the SE-COGENT program was delivered solely to the experimental group. During the  intervention period, the control group did not receive the SE-COGENT program or any additional  intervention implemented by the researcher. The children in the control group continued to  participate in their regular preschool education program. 

Participants were recruited from an independent kindergarten affiliated with the Ministry  of National Education. The school was selected through purposive sampling based on  accessibility and its alignment with the study criteria. Following participant recruitment, children  were assigned to the experimental and control groups through simple randomization (lottery  method) at the classroom level. Thus, while purposive sampling was used to identify the research  setting, group assignment was conducted randomly, consistent with the principles of quasi experimental research designs (Büyüköztürk, 2014; Creswell, 2020). 

Story-Enriched Cognitive Enhancement Training Program (SE-COGENT) 

The COGENT program, known as Cognitive Enhancement Training, was developed by  Das et al., (2005) as a cognitive intervention model. SE-COGENT (Story-Enriched Cognitive  Enhancement Training), on the other hand, was developed by the researcher by integrating story based activities into the original COGENT framework to enhance preschool children’s early  literacy abilities. COGENT is an evidence-based cognitive enhancement program developed by  Das and colleagues, inspired by PASS theory, for typically and atypically developing children  aged 4–7 (Hayward et al., 2007). COGENT consists of two parts, each containing 173 activities  organized into five modules. The program was translated into Turkish by Atmaca (2020). 

The researcher received training and implementation permission for the COGENT  program and carried out the SE-COGENT program development stages. The program was  developed in accordance with children’s developmental levels. In this context, appropriate  modules were selected from the original COGENT program, and early literacy outcomes  designed for children aged 60–72 months were aligned with the 2024 Ministry of National  Education’s Türkiye Century Maarif Model. This national curriculum framework defines  developmental domains, learning outcomes, and competency-based objectives for early  childhood education in Türkiye. It was determined that the COGENT program and the 2024  MoNE Preschool Education Program (Türkiye Century Maarif Model) overlap in early literacy  outcomes. Accordingly, the SE-COGENT program was developed eclectically by examining the  2024 MoNE Preschool Education Program.

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Furthermore, an analysis of this program indicated that it includes a broader range of early  literacy components than previous curricula and, for the first time, addresses all related sub-skills  under a single heading (Temur & Dayan, 2025). The outcomes related to phonological awareness  skills in the COGENT program were identified through a needs analysis. The developed program  covers all phonological awareness activities from Modules 2 through 4 in Parts 1 and 2 of the  original COGENT program. Additionally, activities for letter awareness, pre-writing skills, and  Dialogic Reading (DR) applications were also included in these modules. 

The literature identifies two types of early literacy programs: (1) those targeting one or  more aspects of early literacy skills, and (2) those designed according to the age group in which  they are implemented (Uz-Hasırcı, 2021). In this context, the SE-COGENT program focuses on  increasing children's vocabulary and developing cognitive skills that support all aspects of early  literacy and improve future reading comprehension. For this purpose, Dialogic Reading  applications were included in the program (Aslan, 2021; Ergül et al., 2016; Stanley et al., 2018;  Whitehurst & Lonigan, 1998). 

For the Dialogic Reading (Dialogic Book Reading) applications, storybooks were selected  based on specific criteria. The selection process involved reviewing the literature and  interviewing preschool teachers to determine the necessary criteria. These criteria included rich  and extensive illustrations appropriate for the age group 60 months and older, a plot with  introductory, developmental, and concluding sections, stories suitable for initiating  conversational practices, the name of the illustrator and author and the publisher's logo on the  cover, grammatically accurate writing, and a strong text-picture relationship (Ergül, et al., 2016;  Efe, 2018; İlhan, 2019; Karadoğan, 2020). 

A training flow for DR applications was prepared using 24 selected books. The one-day  training flow included activities before, during, and after the book reading activity, as well as a  pre-writing skills activity compatible with DR applications. During the program development  phase, the created book pool and the learning outcomes and skills pools were presented to seven  child development and preschool education experts from various universities who have  researched early literacy skills. Additionally, opinions were obtained from four preschool  teachers with ten years of experience in the field. Based on the feedback provided by the experts,  three storybooks were removed from the program, and new stories were incorporated according  to their recommendations. The daily learning sequence, learning objectives, and skills inventory  were presented to the experts, and the program was refined based on their input. 

The finalized SE-COGENT program was administered exclusively to the experimental  group and consisted of two sessions per week (Mondays and Tuesdays) over a 12-week  implementation period. The development process of the SE-COGENT program, including the  identification of needs, selection of modules and storybooks, incorporation of Dialogic Reading  applications, expert consultation, and final revisions, is presented schematically in Figure 1. The  figure provides an integrated visual summary of the philosophical, psychological, and theoretical  foundations underlying the program development process.

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Figure 1.  

Philosophical, Psychological, and Theoretical Framework of The SE-COGENT Program  Development Process.  

*The diagram summarizes the structuring of the program based on needs analysis, module and  storybook selection, expert consultation, and final revisions. 

Data Collection Tools 

Test of Early Literacy (TEL) 

The TEL was used in this study to assess children’s early literacy abilities. Developed by  Kargın et al. (2015), this instrument is intended for children aged 60-72 months. The assessment  is composed of four separate booklets. Each booklet contains a different picture, question  instructions, and a registration form. The first booklet explains the test's development,  application, measurement, and evaluation procedures. The other booklets contain test  administration instructions, question items, and pictures related to the questions. 

Based on the results of the validity and reliability analyses (Exploratory Factor Analysis)  conducted for the TEL, the assessment comprises seven subscales: 15 items for receptive  language, 15 for expressive language, 10 for general naming, 10 for functional knowledge, 14 for  letter knowledge, 32 for phonological awareness, and 6 for listening comprehension, making a  total of 102 items distributed across 15 subtests. Moreover, the Kaiser–Meyer–Olkin (KMO)  coefficient was above 0.60, confirming that the sample size was sufficient for conducting a factor  analysis. The reliability of the test was also high, with a Cronbach’s alpha value calculated at .94.  In addition, when split-half reliability was calculated using the Spearman-Brown formula, the  overall test yielded a coefficient of .79. These findings indicate that the test has high reliability. 

The scoring of the TEL is as follows: (0 points) are given for each incorrect answer, and  (1 point) is given for each correct answer provided by the child. The test is evaluated using the  cut-off score determined for the seven sub-dimensions. 

Early Literacy Skills Assessment Tool Sub-Dimension (ELSAT) 

Print Awareness Test (ELSAT-PA) and Pre-Writing Skills Assessment Test (ELSAT-PWS). 

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The ELSAT, developed by Karaman (2013), was used in this study to evaluate children’s  performance on two subtests: the Print Awareness Test (ELSAT-PA) and the Pre-Writing Skills  Assessment Test (ELSAT-PWS). ELSAT-PA consists of five subdimensions and 96 items.  However, instead of administering all subtests of the ELSAT, only two subtests aimed at  measuring children's print awareness (ELSAT-PA) and pre-writing skills (ELSAT-PWS) were  applied in this study. Among the tests administered, the ELSAT-PA subtest includes 16 items,  whereas the ELSAT-PWS subtest comprises 9 items. 

Findings from the validity and reliability analyses of these two subtests are summarized as  follows: the ELSAT-PA subtest accounted for 40.01% of the total variance. In contrast, the  ELSAT-PWS subtest accounted for 56.70% of the total variance. Reliability values for both  subtests were also calculated, with the KR-20 reliability coefficient (G) for the ELSAT-PA  subtest being 0.75 and the test-retest reliability (T) being 0.72. For the ELSAT-PWS subtest, G  was 0.77, and T was 0.86. 

Parent Information Form 

The Parent Information Form was developed and administered by the researcher to collect  information about the children and their parents who voluntarily participated in the study. The  form was created based on a comprehensive review of the relevant literature. It includes items  designed to gather data on various dimensions such as demographic and physical characteristics,  parental knowledge, and family attributes that could influence children’s early literacy  development. The form consists of three sections and contains 30 questions. 

Teacher Information Form 

The Teacher Information Form was created and administered by the researcher to collect  data on the teachers and children who voluntarily participated in the study. Its structure was  developed following a detailed review of the relevant literature associated with the research  scope. The form is designed to obtain data on teachers’ personal attributes, knowledge levels,  classroom practices, and the physical characteristics of their learning environments, all factors  that may influence children’s early literacy skills. It is divided into four sections and includes 21  questions. 

Experimental Procedure 

The experimental procedure was conducted as follows: the participating children were  selected, and the experimental and control groups were randomly assigned through a lottery  method. Before (pretest) and after (posttest) the intervention, the TEL, along with the ELSAT-PA  and ELSAT-PWS subtests of the ELSAT, were administered. The Story-Enriched Cognitive  Enhancement Training (SE-COGENT) was implemented hierarchically and spirally over 12  weeks, twice a week, with 2 class hours per session, between January 10, 2025, and May 5, 2025.  Activities were carried out using question-and-answer, exploration, Dialogic Reading practice  (DR), and show-and-do techniques. The experimental procedure was carried out as presented in  Table 1. 

Table 1 

Weekly Implementation Schedule of the SE-COGENT Program

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Week Date Session I Session II 

Week 1 – Part 1 January 10,  2025 

Week 2 – Part 1 February 12,  2025 

Week 3 – Part 1 February 18,  

Dialogic Reading  Practice (DRP) 

Dialogic Reading  Practice (DRP) 

Dialogic Reading  

Module 1: Squeeze and Say &  Module 2: Module 2: Squeeze  and Listen 

Module 2: Module 2: Squeeze  and Listen & Module 4: Name  Game 

2025 

Practice (DRP) Module 4: The Name Game 

Week 4 – Part 1 &  2 

February 24,  2025 

Dialogic Reading  Practice (DRP) 

Module 4 (Part 1): Name Game  & Module 1 (Part 2): Squeeze  and Listen 

Week 5 – Part 2 March 3, 2025 Dialogic Reading  Practice (DRP) 

Week 6 – Part 2 March 10, 2025 Dialogic Reading  Practice (DRP) 

Week 7 – Part 2 March 17, 2025 Dialogic Reading  

Module 1: Squeeze and Say &  Module 2: Squeeze and Listen Module 2: Squeeze and Listen &  Module 3: Funny Connections 

Practice (DRP) Module 4: The Name Game 

Week 8 – Part 2 March 24, 2025 Dialogic Reading  Practice (DRP) 

Week 9 – Part 2 April 7, 2025 Dialogic Reading  

Module 4: Name Game &  Module 5: Colors-Shapes-Letters 

Practice (DRP) Module 5: Colors-Shapes-Letters 

Week 10 – Part 2 April 14, 2025 Dialogic Reading  Practice (DRP) 

Week 11 – Part 1 April 28, 2025 Dialogic Reading  

Module 4: The Name Game &  Module 2: Squeeze and Listen 

Practice (DRP) Module 4: The Name Game 

Week 12 – Part 2 May 5, 2025 Dialogic Reading  Practice (DRP) 

Working Group 

Module 1: Squeeze and Say &  Module 5: Colors-Shapes-Letters 

The study group was drawn from an independent kindergarten in the Artuklu District of  Mardin Province, affiliated with the Ministry of National Education (MoNE). This institution was  selected by the researcher using a purposive sampling technique. The research was carried out  during the spring semester of the 2024–2025 academic year. Participants were randomly assigned  to the experimental and control groups through simple randomization. Group assignment was  conducted using a lottery method. The study included 44 children (24 girls and 20 boys) aged 60  months and older (mean = 60.6 months) (Table 2). The study groups were formed according to  the following criteria: 

1. The children were aged 60 months or older, 

2. The children had no intellectual disabilities, 

3. The children had no genetic or chronic illnesses, 

4. The children had no language or speech problems.

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Table 2 

Age and Gender Distributions of Participating Children 

Gender Experimental group (n) % Control group (n) % Female 14 63.60 10 45.50 Male 8 36.40 12 54.50 Total 22 100 22 100 5 Years 16 72.70 18 81.40 6 Years 6 27.30 4 18.60 Total 22 100 22 100 Maximum values 2 2 2 2 Minimum values 1 1 1 1 

As presented in Table 2, 63.6% of the children in the experimental group were female,  while 36.4% were male. In the control group, 45.5% were female, and 54.5% were male.  Regarding age, 72.7% of the experimental group were 5 years old and 27.3% were 6 years old,  whereas in the control group, 81.4% were 5 years old and 18.6% were 6 years old. 

Table 3 

Information on the Quality of Participating Teachers and Their Classes 

Questions Experimental Group Control Group The teacher's level of education Bachelor's Degree Bachelor's Degree The teacher's field of study Preschool Teaching Preschool teaching The age group the teacher teaches Ages 5-6 Ages 5-6 The period the teacher teaches Afternoon Morning 

The teacher's professional  experience 

15-20 years 15-20 years 

The teacher's gender Female Female 

Has the teacher received ELS  training? 

No No 

Class size 22 22 

The number of books read per  week in the classroom 

Is there an ELS-related center in  the classroom? 

A few days a week A few days a week Yes Yes 

What are the types of ELS  activities implemented in the  classroom? 

1: Story reading activity 2: Print awareness activity 3: Letter awareness activity 

1: Story reading activity 2: Print awareness activity 3: Letter awareness  activity 

What is the frequency of ELS  activities in the classroom? *ELS: Early Literacy Skills

Three times a week Three times a week 

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Table 3 provides details regarding the characteristics of the participating teachers and  their classrooms. It was observed that both the experimental and control groups shared similar  features in terms of teacher and classroom attributes. Furthermore, face-to-face interviews with  the teachers indicated that instructors in both groups implemented the 60–70-month Preschool  Education Program in accordance with the Ministry of National Education’s 2024 Early  Childhood Education Program. 

Ethical Permission 

This research received unanimous approval from the Scientific Research and Publication  Ethics Committee of Mardin Artuklu University during its 12th meeting on November 14, 2024.  Furthermore, for the study to be implemented in kindergartens affiliated with the MoNE in XXX,  an application was submitted through the Ministry’s Research and Application Permits  Application and Evaluation System, known as the "MEB AYSE" module (December 9, 2024,  application number: MEB.TT.2024.010675), and ethical approval was obtained. 

Data Analysis 

Before analyzing the data from this study, extreme-value analyses based on z-scores were  conducted to identify potential outliers; it was determined that the ±3 z-score limit was not  exceeded (Tabachnick & Fidell, 2013). Subsequently, descriptive statistics were calculated. The  Shapiro–Wilk test was used to assess the dataset's normality, and the results indicated that the  data were not normally distributed. Accordingly, nonparametric statistical techniques were used  for subsequent analyses. Each subdimension was examined separately for both the experimental  and control groups. All data analyses were conducted using SPSS statistical software. 

To compare pretest and posttest scores within the groups, the Wilcoxon Signed-Rank Test  was used to assess differences between the experimental and control groups. Through these  analyses, it was evaluated whether statistically significant differences existed between the pre and post-intervention results for each group. The significance level for all tests was set at .05 (p <  .05). Two-tailed hypotheses were analyzed using Wilcoxon tests, and negative, positive, and tied  ranks were examined in detail (Büyüköztürk, 2014; Creswell, 2020). 

Additionally, a post hoc power analysis was performed with G*Power 3.1 (Faul et al.,  2009) to assess the statistical adequacy of the sample size. Assuming a significance level of .05  and a large effect size (Cohen’s d = 0.80), the analysis conducted with 22 participants per group  yielded a statistical power (1–β) of .736. This ratio demonstrates that the study had sufficient  sensitivity to test the hypotheses at the statistically significant level and that the results can be  interpreted reliably (Creswell, 2020). 

Findings 

This section presents the study’s results, including descriptive statistics and the outcomes  of the Wilcoxon Signed-Rank Test for the pretest and posttest scores of the experimental group. 

Table 4 

Descriptive Analysis Results Regarding Participants' Posttest Scores 

Groups Vocabulary  

Phonemic  

Letter  

Listening  

ELSAT 

*ELSAT  

awareness 

awareness 

knowledge 

comprehension 

PA 

-PWS 

n 22 22 22 22 22 22

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Control 

group 

Experimental group 

Mean 31.36 9.36 3.00 3.31 9.27 4.86 Std. deviation 7.33 3.03 2.90 1.39 2.05 1.61 Min. value 21.00 4.00 .00 .00 4.00 1.00 Max. value 50.00 14.00 10.00 6.00 12.00 7.00 n 22 22 22 22 22 22 

Mean 43.45 29.05 7.55 5.09 14.18 6.73 Std. deviation 2.88 1.96 1.97 .53 1.59 .77 Min. value 38.00 24.00 4.00 4.00 11.00 5.00 Max. value 48.00 32.00 12.00 6.00 16.00 8.00 

* ELSAT -PWS: Early Literacy Skills Assessment Tool-Pre-Writing Skills 

Table 4 presents descriptive statistics for the posttest scores of the experimental and  control groups. The means of the experimental group were higher in all dimensions compared to  the control group: Vocabulary awareness (31.36 ± 7.33; 43.45 ± 2.88), Phonemic awareness (9.36  ± 3.03; 29.05 ± 1.96), Letter knowledge (3.00 ± 2.90; 7.55 ± 1.97), Listening comprehension  (3.31 ± 1.39; 5.09 ± 0.53), ELSAT-PA (9.27 ± 2.05; 14.18 ± 1.59), and ELSAT-PWS (4.86 ±  1.61; 6.73 ± 0.77), respectively. The differences observed between the experimental and control  groups, ranked from the largest to the smallest, were as follows: Phonemic Awareness (210.4%),  Letter Knowledge (151.7%), Listening Comprehension (53.7%), ELSAT-PA (52.9%),  Vocabulary (38.6%), and ELSAT-PWS (38.5%). 

Table 5 

Crosstab Table Regarding Participating Parents' Education Level and Frequency of Reading  Books at Home 

Parent Education Level (PEL) Frequency of Reading at Home (FRH) 

Every  day 

Once a  

week Rarely Never 

Total 

Literate Frequency (n) 0 0 1 0 1 Expected value .2 .5 .2 .0 1.0 PEL (%) 0.0 0.0 100.0 0.0 100.0 FRH (%) 0.0 0.0 20.0 0.0 4.5 

Primary 

School 

Secondary  School 

Frequency (n) 0 1 3 0 4 Expected value .7 2.2 .9 .2 4.0 PEL (%) 0.0 25.0 75.0 0.0 100.0 FRH (%) 0.0 8.3 60.0 0.0 18.2 Frequency (n) 0 3 0 1 4 Expected value .7 2.2 .9 .2 4.0 PEL (%) 0.0 75.0 0.0 25.0 100.0 FRH (%) 0.0 25.0 0.0 100.0 18.2 

Control  

High School Frequency (n) 0 4 1 0 5 Expected value .9 2.7 1.1 .2 5.0 PEL (%) 0.0 80.0 20.0 0.0 100.0 FRH (%) 0.0 33.3 20.0 0.0 22.7 

group 

Associate  Degree 

Frequency (n) 1 1 0 0 2 Expected value .4 1.1 .5 .1 2.0 PEL (%) 50.0 50.0 0.0 0.0 100.0

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Bachelor’s  Degree 

FRH (%) 25.0 8.3 0.0 0.0 9.1 Frequency (n) 3 2 0 0 5 Expected value .9 2.7 1.1 .2 5.0 

PEL (%) 60.0 40.0 0.0 0.0 100.0 FRH (%) 75.0 16.7 0.0 0.0 22.7 

Postgraduate Frequency (n) 0 1 0 0 1 Expected value .2 .5 .2 .0 1.0 PEL (%) 0.0 100.0 0.0 0.0 100.0 FRH (%) 0.0 8.3 0.0 0.0 4.5 

Total Frequency (n) 4 12 5 1 22 Expected value 4.0 12.0 5.0 1.0 22.0 PEL (%) 18.2 54.5 22.7 4.5 100.0 FRH (%) 100.0 100.0 100.0 100.0 100.0 

Literate Frequency (n) 0 0 0 0 0 Expected value 0 0 0 0 0 PEL (%) 0 0 0 0 0 FRH (%) 0 0 0 0 0 

Primary  School 

Secondary  School 

Frequency (n) - - 2 - 2 Expected value .9 .8 .2 .1 2.0 PEL (%) 0.0 0.0 100.0 0.0 100.0 FRH (%) 0.0 0.0 100.0 0.0 9.1 Frequency (n) - 1 - - 1 Expected value .5 .4 .1 .0 1.0 PEL (%) 0.0 100.0 0.0 0.0 100.0 FRH (%) 0.0 11.1 0.0 0.0 4.5 

High School Frequency (n) 3 6 0 0 9 Expected value 4.1 3.7 .8 .4 9.0 PEL (%) 33.3 66.7 0.0 0.0 100.0 

Experimental  

FRH (%) 30.0 66.7 0.0 0.0 40.9 

group 

Associate  Degree 

Bachelor’s  Degree 

Frequency (n) 2 1 - 1 4 Expected value 1.8 1.6 .4 .2 4.0 PEL (%) 50.0 25.0 0.0 25.0 100.0 FRH (%) 20.0 11.1 0.0 100.0 18.2 Frequency (n) 5 1 - - 6 Expected value 2.7 2.5 .5 .3 6.0 PEL (%) 83.3 16.7 0.0 00 100.0 FRH (%) 50.0 11.1 0.0 0.0 27.3 

Postgraduate Frequency (n) 0 0 0 0 0 Expected value 0 0 0 0 0 PEL (%) 0 0 0 0 0 FRH (%) 0 0 0 0 0 

Total Frequency (n) 10 9 2 1 22 Expected value 10.0 9.0 2.0 1.0 22.0 PEL (%) 45.5 40.9 9.1 4.5 100.0

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FRH (%) 100.0 100.0 100.0 100.0 100.0 

Note: 20 cells (100%) have expected values below 0.5. The smallest expected value is 0.5. 

Table 5 presents a crosstab analysis of parental education level and frequency of reading  at home in the experimental and control groups. In the control group, there were no illiterate  parents, and literate parents (n = 1) were represented only in the “Rarely” category. The majority  of primary school graduates (n = 4) reported reading “Rarely,” while most secondary school  graduates (n = 4) and high school graduates (n = 5) reported reading “Once a Week.” Parents  with an associate degree (n = 2) were evenly distributed between the “Every Day” and “Once a  Week” categories, whereas most parents with a bachelor’s degree (n = 5) reported reading “Every  Day.” The single parent with a postgraduate degree reported reading “Once a Week.” In the  experimental group, no parents were literate or illiterate. All primary school graduates (n = 2)  reported reading “Rarely,” and the single secondary school graduate reported reading “Once a  Week.” Among high school graduates (n = 9), most reported reading “Once a Week,” while for  associate degree graduates (n = 2), one reported reading “Every Day,” one “Once a Week,” and  one “Never.” The majority of bachelor’s degree graduates (n = 6) reported reading “Every Day,”  and there were no postgraduate graduates in this group. Overall, the highest reading frequency at  home was observed in the “Once a Week” category for the control group and in the “Every Day”  category for the experimental group. 

Table 6 

Chi-Square Test Results for Crosstab Analysis 

Asymptotic  

Test Value df 

Significance (2-sided) 

Exact Sig. (2-sided) 

Exact Sig. (1-sided) 

Point  

Probability 

Pearson Chi Square 

32.307a12 .001 .006 

Likelihood Ratio 22.450 12 .033 .009 Fisher's Exact Test 20.027 .010 

Linear-by-Linear  Association 

5.616b1 .018 .019 .012 .006 

N 22 

ᵃ 20 cells (100%) have expected values below 5. The minimum expected value is 0.05. ᵇ Standardized statistic = -2.370. 

According to the results of the chi-square analyses, statistically significant differences  were observed between the groups (Pearson χ²(12) = 32.307, p = 0.001; Likelihood Ratio χ²(12) =  22.450, p = 0.033; Fisher’s Exact Test, p = 0.010). The Pearson chi-square test yielded a  significant result (χ² = 32.307, df = 12, p = .001). Furthermore, the Linear-by-Linear Association  test indicated a significant linear association between the variables (χ²(1) = 5.616, p = 0.018;  standardized statistic = –2.370). Because some expected cell frequencies were below 5, Fisher’s  Exact Test results were regarded as exceptionally reliable. Overall, the analyses confirmed a  significant, linear association between the two variables (Table 6). 

Table 7

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Results of the Wilcoxon Signed Rank Test for the Experimental Group’s Pretest and Posttest  Scores (n = 22) 

Variable Negative  Ranks (n) 

Positive  Ranks (n) 

Ties  (n) 

Z  

Value 

p  

Value Hypothesis Decision 

Vocabulary 0 22 0 -4.112 .000** H₇ Accepted Phonological  

Awareness 0 22 0 -4.119 .000** H₈ Accepted Letter Knowledge 1 20 1 -3.960 .000** H₉ Accepted Listening  

Comprehension 3 16 3 -3.174 .002** H₁₀ Accepted ELSAT-PA 0 22 0 -4.124 .000** H₁₁ Accepted ELSAT-PWS 1 17 4 -2.943 .003** H₁₂ Accepted Note: The Wilcoxon Signed Rank Test was applied. p < .05 was considered statistically significant. 

As shown in Table 7, the Wilcoxon Signed Rank Test was applied to analyze the  differences between the pretest and posttest scores of the experimental group that received the  SE-COGENT program. The results revealed significant improvements across all evaluated  dimensions. Specifically, vocabulary scores increased significantly (Z = -4.112, p < .001), as did  phonological awareness (Z = -4.119, p < .001), letter knowledge (Z = -3.960, p < .001), and  listening comprehension (Z = -3.174, p = .002). Additionally, the ELSAT-PA scores  demonstrated a significant gain (Z = -4.124, p < .001), with all posttest scores exceeding pretest  scores, indicating a strong effect of the intervention. ELSAT-PWS scores also improved  significantly (Z = -2.943, p = .003). Overall, no negative ranks were observed except in the  ELSAT-PWS subscale, suggesting that nearly all participants showed progress. 

These findings demonstrate that the SE-COGENT program effectively improved early  literacy skills, including phonological awareness, vocabulary, and print awareness. The  significant gains observed across multiple subscales provide evidence for the effectiveness of  structured, story-based cognitive enhancement training in early childhood education,  underscoring its potential to strengthen literacy competencies during the preschool period. 

Results and Discussion 

In this study, teachers were deliberately included because they were similar in terms of  personal, professional, and classroom characteristics (Table 2). Previous studies have shown that  classroom practices, particularly those related to teachers’ characteristics and early literacy  instruction, significantly influence children’s early literacy development (Bircan, 2019; Çümlek,  2023; Deniz, 2023; Ergül et al., 2014; Eser, 2023; Feyman-Gök, 2013). 

In the present study, the highest parental education levels in the control group were high  school graduates (n = 5) and university graduates (n = 5). In contrast, in the experimental group, the highest parental education levels were high school graduates (n = 9) and university graduates  (n = 6). The relationship between parental education level and the frequency of shared book  reading at home was also examined. In both groups, higher parental education was associated  with a higher frequency of shared book reading at home. These findings are consistent with  previous studies reporting similar relationships (Briggs & Elkind, 1973; Burgess, 2006; Chaimay  et al., 2006; Erduran, 1999; Özbek-Ayaz, 2015; Whitehurst et al., 1994b).

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No statistically significant differences were found between the pretest scores of children  in the experimental and control groups across all early literacy domains, including vocabulary,  phonological awareness, letter knowledge, listening comprehension, print awareness, and pre writing skills. This finding indicates that the two groups were equivalent in terms of early literacy  levels prior to the intervention. 

Furthermore, the results of the Wilcoxon Signed-Rank Test revealed statistically  significant increases (p < .05) in vocabulary, phonological awareness, letter knowledge, listening  comprehension, ELSAT-PA, and ELSAT-PWS from pretest to posttest for children in the  experimental group (n = 22). Based on these results, the SE-COGENT program was found to be  effective across all dimensions of early literacy skills in preschool children. 

Notably, in the vocabulary (Z = −4.112, p = .000) and phonological awareness (Z =  −4.119, p = .000) dimensions, the number of negative ranks was zero while the number of  positive ranks was 22, indicating that all children achieved higher posttest scores compared to  pretest scores. The higher absolute Z values in these domains suggest that the magnitude of  improvement was stronger than in other dimensions. 

In the letter knowledge dimension, the Z value was −3.960 (p = .000), with a high number  of positive ranks (20); however, one child showed a decrease and one child showed no change,  suggesting that the effect in this domain was slightly more limited compared to the dimensions  with the strongest impact. Nevertheless, letter knowledge demonstrated a moderate level of  effectiveness relative to other domains. One possible explanation for why letter knowledge did  not reach the same level of improvement as vocabulary and phonological awareness may relate to  the implementation context, which was limited to a specific time frame within the school setting.  The reinforcement of letter knowledge through family support at home or repeated classroom  practice on other school days facilitates retention. Additionally, the experimental group teacher  reported teaching only letter names during regular instruction, whereas the SE-COGENT  program emphasized both letter names and letter sounds, which may have influenced learning  outcomes. 

In the listening comprehension dimension (Z = −3.174, p = .002) and the ELSAT-PWS  (pre-writing skills) dimension (Z = −2.943, p = .003), the number of positive ranks was lower and  the number of negative ranks was higher compared to other dimensions; however, both still  demonstrated statistically significant improvements relative to pretest scores. Although the effect  was evident, it was not as pronounced as in phonological awareness and vocabulary. One  explanation for this finding is that listening comprehension is a higher-order cognitive-linguistic  skill that tends to develop more gradually in short-term interventions. Although environmental  factors such as socioeconomic background, classroom noise, teacher effects, individual cognitive  development, attention span differences, and working memory capacity were minimized as much  as possible, children’s psychological states and age-related factors may also have influenced their  responses. 

The relatively lower effect observed in the pre-writing skills dimension may be attributed  to the timing of the intervention, which was implemented during the second semester rather than  at the beginning of the academic year. As a result, many children had already partially or fully  acquired skills such as drawing lines, holding a pencil, cutting, and pasting, or had reached a  certain level of psychomotor maturation. Consequently, the program’s incremental contribution  to pre-writing skills may have been less pronounced.

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Despite being implemented only two days per week for two hours over a three-month  period during the second semester, the SE-COGENT program produced substantial pretest-to posttest gains in early literacy skills. This finding suggests that the program effectively supports  foundational literacy subskills within a relatively short time frame, whereas comprehension-based  and more complex cognitive processes may require longer and more intensive interventions. 

Consistent with the present findings, Atmaca (2020) examined the effectiveness of the  COGENT program in a 12-week intervention involving third- and fourth-grade students  diagnosed with specific learning disabilities and reported significant and lasting improvements in  reading speed, reading errors, and reading comprehension in the experimental group. However,  the program did not significantly affect dictation and written expression skills, possibly due to the  neuromotor nature of writing skills or the limited duration of the intervention. 

Similarly, Yurdabakan (2025) applied the COGENT program over ten weeks to preschool  children at risk of learning disabilities (n = 24) and typically developing children (n = 24). The  study found significant and lasting posttest effects in receptive language, expressive language,  general naming, functional knowledge, phonological awareness, and listening comprehension  compared to the control group. However, no significant pretest-to-posttest differences were  observed in typically developing children across most domains, except for rapid naming, which  showed a positive lasting effect. The relatively limited impact on typically developing children  compared to children with learning difficulties may explain discrepancies between these findings  and the results of the present study. These differences may be attributed to factors such as shorter  intervention duration and the selective use of program modules. 

Another important factor may be the inclusion of dialogic reading activities in the SE COGENT program, which are not part of the original COGENT program. The integration of  dialogic reading is considered an advantage in enhancing listening comprehension and  vocabulary development. Differences in participants’ cognitive characteristics and the content of  the national curriculum implemented during the study period may also have influenced the  observed outcomes. 

Previous studies further support the effectiveness of PASS-based and COGENT-based  interventions (Atmaca & Yıldız-Demirtaş, 2023; Gürbüz, 2018; Göger, 2022; Yurdabakan &  Yıldız-Demirtaş, 2024). Gürbüz (2018) conducted a quasi-experimental study based on PASS  theory with fifth-grade students and reported significant improvements in academic achievement  in the experimental group. Similarly, Atmaca (2020) demonstrated improvements in reading  speed, reading comprehension, and reduced reading errors among students with learning  disabilities, with effects maintained after two weeks. Atmaca and Yıldız-Demirtaş (2023) also  reported improvements in reading speed, reading comprehension, and dictation skills, although  no significant changes were observed in text copying performance. Yurdabakan (2025) reported  that while the COGENT program did not produce measurable effects in typically developing  children, it yielded lasting benefits for children at risk of learning disabilities. Göger (2022)  found increased reading comprehension scores among third-grade students following  intervention. International studies have similarlyInternational studies have likewise demonstrated  the effectiveness of COGENT and PASS-based programs (Das et al., 2005; Das et al., 2007; Keat  et al., 2010; Mayoral-Rodrígueza et al., 2015; Papadopoulos et al., 2004; Wang et al., 2012). Das  et al. (2007) compared COGENT and PREP models in a quasi-experimental study involving  third-grade students in Canada and reported positive effects on phonological awareness, rapid 

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naming, reading, and cognitive skills. In another study, Das et al. (2007) examined 84 third- and  fourth-grade poor readers and found deficits in sequential processing and reading performance,  with rapid naming and sequential processing strongly predicting word recognition and nonword  reading skills. Keat et al. (2010) identified significant relationships between PASS cognitive  processes and word reading skills, although no relationship was found with writing skills.  Mayoral-Rodrígueza et al. (2015) adapted the COGENT program into Spanish (COGEST) and  reported significant improvements in simultaneous and sequential processing among preschool  children aged 4–5 years following a six-month intervention.  

Taken together, these findings indicate that the core structure of the COGENT program  and its story-based adaptation, SE-COGENT, provide a comprehensive contribution to early  literacy development in preschool children. Moreover, the present study demonstrated that  dialogic reading practices led to significant differences in receptive and expressive vocabulary  and functional knowledge compared to the control group. 

Previous studies have highlighted the effectiveness of dialogic reading in improving early  literacy outcomes (Altinkaynak, 2019; Akça & Aslışen, 2022; Akyol, 2024; Bülbül & Çuhadar,  2023; Çetinkaya et al., 2018; Çetin, 2022; Çiçek, 2024; Ergül et al., 2015; Efe & Temel, 2018;  Gerde et al., 2012; Ün, 2023; Yalavaç, 2020). These studies consistently show that dialogic  reading enhances receptive and expressive language, phonological awareness, letter knowledge,  listening comprehension, print awareness, pre-writing skills, and vocabulary development in  children aged 48–72 months. The findings of the present study are particularly consistent with  previous research in listening comprehension, phonological awareness, print awareness, and pre writing skills. Similarly, a meta-analysis conducted by Altun et al. (2016) on print awareness  reported findings consistent with the present results. International research has also extensively  documented the role of dialogic reading in early literacy development (Bowey, 1995; Bowles et  al., 2005; Ezell & Justice, 2000; Gerde et al., 2012; Gettinger & Stoiber, 2018; Justice et al.,  2005; Lonigan et al., 1999; Mol et al., 2009; Sénéchal et al., 1996; Stanley et al., 2018; Valdez Menchaca & Whitehurst, 1992; Whitehurst et al., 1994a, 1994b; Whitehurst & Lonigan, 1998;  Ziolkowski & Goldstein, 2008). Studies focusing specifically on listening comprehension have  also been highlighted (Florit et al., 2009; Lever & Sénéchal, 2011; Kargın et al., 2017; Piasta et  al., 2018), along with recent Türkiye-based research that aligns with the present findings (Ekiz &  Tuncer, 2024).  

When considered as a whole, the findings suggest that the SE-COGENT program  represents an effective intervention model for supporting cognitive and linguistic development in  the preschool period; however, the magnitude and pace of its effects vary across subskills. While  strong effects were observed in structured domains such as phonological awareness and  vocabulary, more limited effects in higher-order, multi-component processes such as listening  comprehension and pre-writing skills indicate the need for longer and more intensive  implementations. This pattern underscores the theoretical strength of SE-COGENT in integrating  PASS cognitive processes with dialogic reading practices, while also highlighting the potential  moderating roles of intervention duration, family involvement, and psychomotor maturation.  Accordingly, future studies employing longer intervention periods, diverse socio-cultural  samples, and follow-up assessments are recommended to further elucidate the long-term impacts  of SE-COGENT on early literacy development. 

Recommendations

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Van Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, 2026; 23(1), s. 117-146. 

Van Yüzüncü Yıl University Journal of Education, 2026; 23(1), p. 117-146. DOI: 10.33711/yyuefd.1815180 

This research demonstrated that the Story-Enriched Cognitive Enhancement Training  (SE-COGENT), implemented to support early literacy development in preschool children aged  60 months and older, was effective in enhancing phonological awareness, vocabulary, print  awareness, pre-writing, and listening comprehension. In light of these findings, the following  recommendations are proposed: 

➢ The SE-COGENT program may be integrated into preschool education curricula. ➢ Professional development programs and seminars may be organized to provide SE COGENT training for preschool teachers. 

➢ The SE-COGENT program may be implemented for children who exhibit delays in  cognitive or early literacy development. 

➢ The SE-COGENT approach may be included as an elective course in undergraduate and  graduate teacher education programs. 

➢ Parent-focused training sessions on the SE-COGENT program may be offered further to  support children’s early literacy development at home. 

Ethics Committee Approval Information: This study was conducted with the ethical approval  of the Scientific Research and Publication Ethics Committee of Mardin Artuklu University  (Decision No: E-79906804-020-170646, dated 14 November 2024) and the permission obtained  from the Ministry of National Education’s Research Application Permissions Evaluation (MEB  AYSE, Application No: MEB.TT.2024.010675, dated 9 December 2024). 

Author Conflict of Interest Information: The authors declare no conflicts of interest. No  financial support was received for this study. 

Author Contribution: The authors declare that they contributed equally to the preparation of  this manuscript. 

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Geniş Özet 

Giriş 

Okuma ve yazma, sembolik anlamaya dayanan ve çok sayıda faktörden etkilenen  karmaşık bilişsel süreçlerdir (Ayaş-Köksal, 2017; Koçyiğit, 2021; Whitehurst & Lonigan, 2003).  Bu belirleyiciler arasında aile ortamı, çocukların bilişsel gelişimi ve ulusal eğitim politikaları  belirleyici roller oynamaktadır (Demirel, 2012; Efe, 2018; Erginer & Erginer, 2023; Haywood, 

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1998; Oruç, 2024; Phillips & Lonigan, 2009; Parpucu, 2020; Strang & Piasta, 2016). Okul öncesi  eğitimin kalitesi, yazı farkındalığı, sesbilgisel farkındalık ve yazmaya hazırlık becerileri yoluyla  gelişen erken okuryazarlık becerilerinin güçlendirilmesi için bir temel oluşturmaktadır (Ergül,  2015; Koçyiğit, 2021; Whitehurst & Lonigan, 1998). Ampirik bulgular, bu temel becerilerin  çocukların ileriki akademik başarıları açısından belirleyici olduğunu ve bu becerileri hedefleyen  müdahale programlarının önemini vurgulamaktadır (Ayaş-Köksal, 2017; Çelik & Yiğit, 2024;  Gengeç, 2021; Miller ve ark., 2006). Bu çerçevede Millî Eğitim Bakanlığı (MEB, 2024), okul  öncesi eğitim programında erken okuryazarlığa özel bir vurgu yapmaktadır. Önceki araştırmalar,  hem öğretmenlerin öğretim uygulamalarının hem de aile katılımının çocukların erken  okuryazarlık yeterliklerinin gelişimine önemli ölçüde katkı sağladığını göstermektedir (Valdez Menchaca & Whitehurst, 1992; Yalçıntaş-Sezgin ve ark., 2019;). Erken yaşta yeterli okuryazarlık  temellerinden yoksun çocukların akademik açıdan geri kalma olasılığı daha yüksektir (Clay,  1990; Valdez-Menchaca & Whitehurst, 1992). PASS kuramına dayalı olarak geliştirilen  COGENT gibi müdahale modelleri, çocukların dikkat, planlama ve bilişsel işlemleme becerilerini  geliştirmeyi amaçlamaktadır (Das & Denise, 2004; Das ve ark., 2007). Ancak, önceki  araştırmaların büyük çoğunluğu atipik öğrenenler veya ilkokul düzeyindeki öğrenciler üzerine  odaklanmıştır (Mayoral-Rodríguez ve ark., 2015; Yurdabakan & Demirtaş-Yıldız, 2024). Diğer  önemli bir yaklaşım olan Diyalojik Okuma (DR), yapılandırılmış okuma öncesi, sırası ve sonrası  etkinlikler aracılığıyla dil ve bilişsel gelişimi desteklemekte ve erken okuryazarlık üzerinde  olumlu etkiler göstermektedir (Whitehurst ve ark., 1994; Ergül ve ark., 2016; Aslan, 2024).  Bununla birlikte, COGENT modeli ile DR tekniğinin birlikte, tipik gelişim gösteren okul öncesi  çocuklar üzerindeki birleşik etkisini aynı anda inceleyen kapsamlı bir araştırma  bulunmamaktadır. Bu nedenle, bu çalışmanın sonuçlarının hem ulusal hem de uluslararası  alanyazına anlamlı katkılar sağlaması beklenmektedir. 

Yöntem 

Araştırmada, müdahalenin etkilerini incelemek amacıyla yarı deneysel bir ön test–son test  kontrol gruplu desen kullanılmıştır (Creswell, 2020). Deney grubundaki çocuklar Hikâye ile  Zenginleştirilmiş Bilişsel Gelişim (HZ-COGENT) programına katılırken, kontrol grubu standart  okul öncesi eğitim programını sürdürmüştür. Çalışma, Mardin ili Artuklu ilçesinde yer alan  bağımsız bir anaokulunda, amaçlı örnekleme yöntemiyle seçilen 60 ay ve üzeri toplam 44 çocuk  (24 kız, 20 erkek) ile yürütülmüştür. HZ-COGENT programı, özgün COGENT çerçevesinin (Das  ve ark., 2006) hikâye temelli unsurlar ve Diyalojik Okuma (DR) etkinlikleriyle zenginleştirilmiş  bir uyarlamasını temsil etmektedir. Müdahale, sesbilgisel farkındalık ve yazı farkındalığına  ilişkin görevleri içermekte olup, 12 hafta boyunca haftada iki oturum şeklinde uygulanmıştır.  Kitap seçimi yapılırken resimleme kalitesi, dilsel yapı, yaş uygunluğu ve anlatı tutarlılığı gibi  ölçütler dikkate alınmış; nihai seçim uzman görüşleri doğrultusunda belirlenmiştir (Ergül ve ark.,  2016). Veri toplama araçları arasında Erken Okuryazarlık Testi (EROT) (Kargın ve ark., 2015),  Erken Okuryazarlık Becerileri Değerlendirme Aracı’nın Yazı Farkındalığı (EOBDA-YF) ve  Yazmaya Hazırlık Becerileri (EOBDA-YÖB) alt testleri (Karaman, 2013) ile araştırmacılar  tarafından geliştirilen veli–öğretmen bilgi formları yer almaktadır. Uç değerler z-puanlarıyla  değerlendirilmiş, verilerin normal dağılmaması nedeniyle parametrik olmayan istatistiksel  teknikler uygulanmıştır. Gruplar içindeki ön test ve son test farklarını karşılaştırmak için  Wilcoxon İşaretli Sıralar Testi kullanılmış ve anlamlılık düzeyi p < .05 olarak alınmıştır.  G*Power yazılımı ile gerçekleştirilen güç analizi, örneklem büyüklüğünün yeterli olduğunu  doğrulamıştır (Faul ve ark., 2009).

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Bulgular 

Bulgular, deney ve kontrol gruplarının demografik olarak benzer özelliklere sahip  olduğunu göstermiştir. Deney grubunda katılımcıların %63.6’sı kız, %36.4’ü erkek iken; kontrol  grubunda %45.5’i kız, %54.5’i erkektir. Her iki gruptaki çocukların çoğunluğunu beş yaşındaki  bireyler oluşturmaktadır. Her iki gruptaki öğretmenlerin mesleki deneyim düzeyleri birbirine  benzer olup, erken okuryazarlık etkinlikleri haftada iki kez yürütülmüştür. Ebeveyn eğitim düzeyi  ile evde okuma sıklığı arasında anlamlı bir ilişki belirlenmiştir (χ²(12) = 32.307, p = 0.001);  eğitim düzeyi arttıkça evde okuma etkinliklerinin de arttığı gözlemlenmiştir. Son test  karşılaştırmaları, deney grubunun tüm ölçülen alanlarda kontrol grubuna göre daha yüksek  performans gösterdiğini ortaya koymuştur. Özellikle deney grubundaki çocuklar, kelime bilgisi,  sesbilgisel farkındalık, harf bilgisi, dinlediğini anlama, EOBDA-YF ve EOBDA-YÖB alt  testlerinde daha yüksek puanlar elde etmiştir. Wilcoxon İşaretli Sıralar Testi sonuçları, tüm alt  boyutlarda anlamlı düzeyde gelişme olduğunu doğrulamıştır (p < .05). Bu sonuçlar, HZ COGENT programının erken okuryazarlık gelişimini etkili biçimde desteklediğini ve özellikle  sesbilgisel farkındalık, yazı farkındalığı ve kelime kazanımı becerilerini geliştirdiğini  göstermektedir. Elde edilen veriler, yapılandırılmış ve hikâye temelli bilişsel gelişim  müdahalelerinin okul öncesi eğitimdeki etkililiğini de doğrulamaktadır. 

Sonuç ve Tartışma 

Çalışmada, her iki gruptaki öğretmenlerin kişisel, mesleki ve sınıf özellikleri bakımından  karşılaştırılabilir olması sağlanmıştır. Analizler ayrıca, ebeveynlerin eğitim düzeyi ile evde  okuma etkinliklerinin sıklığı arasında pozitif bir ilişki bulunduğunu göstermiş; buna göre, eğitim  düzeyi arttıkça evde okuryazarlık etkinliklerine katılımın da daha düzenli hâle geldiği  belirlenmiştir. Wilcoxon İşaretli Sıralar Testi bulguları, deney grubundaki çocukların kelime  bilgisi, sesbilgisel farkındalık, harf bilgisi, dinlediğini anlama, EOBDA-YF ve EOBDA-YÖB alt  testlerinde istatistiksel olarak anlamlı düzeyde gelişme gösterdiğini ortaya koymuştur. Bu sonuç,  HZ-COGENT programının okul öncesi çocukların erken okuryazarlık yeterliklerini geliştirmede  etkili bir bilişsel müdahale aracı olduğunu doğrulamaktadır. Türkiye’deki araştırmaların büyük  bir bölümü COGENT modelini belirli öğrenme güçlükleri yaşayan gruplarda uygulamışken, bu  çalışma modelin tipik gelişim gösteren çocuklar üzerindeki etkililiğini de ortaya koymuştur.  Uluslararası bulgular da benzer şekilde COGENT temelli programların sesbilgisel farkındalık,  okuma akıcılığı ve anlama becerilerinde gelişim sağladığını göstermektedir. HZ-COGENT’in  hikâye temelli bütünleşik yapısı, çocukların bilişsel işlemleme mekanizmalarını güçlendirerek  erken okuryazarlığı bütüncül bir biçimde desteklemektedir. Ayrıca program kapsamında  uygulanan Diyalojik Okuma (DR) etkinliklerinin kelime bilgisi, dinlediğini anlama ve yazı  farkındalığı becerilerinde belirgin ilerlemeler sağladığı, bu yönüyle hem alıcı hem de ifade edici  dil gelişimi açısından değerli katkılar sunduğu görülmüştür. Genel olarak, araştırma bulguları  ulusal ve uluslararası literatürle örtüşmekte ve HZ-COGENT gibi hikâye temelli bilişsel eğitim  programlarının okul öncesi dönemde erken okuryazarlık gelişimini desteklemede önemini  vurgulamaktadır.

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