Children’s literature as a didactic tool for the development of early literacy
DOI:
https://doi.org/10.71068/gp000037Keywords:
children’s literature, early literacy, shared reading, teacher mediation, basic educationAbstract
Objective: To analyze the contribution of a children’s literature program to literacy performance among second-year Basic General Education students.Method: A quantitative quasi-experimental study with pretest, posttest, and a comparison group was conducted with 120 participants equally distributed between intervention and comparison conditions. A 12-item Likert instrument was used, with six indicators for the children’s literature program and six for literacy performance. Overall internal consistency was α = .882.Results: The comparison group increased from M = 60.138 to M = 62.577, whereas the intervention group increased from M = 59.099 to M = 68.733. At posttest, Welch’s t was 3.018, p = .003, with Cohen’s d = .551. A model adjusted for pretest estimated a 7.233-point difference favoring the intervention group (95% CI [5.376, 9.091]).Conclusions: The findings show a favorable difference associated with the program and are consistent with the pedagogical value of mediated reading, interaction with children’s texts, and activities derived from stories. Interpretation is limited to the quasi-experimental design and the available measurements.
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