The purpose of this research study is to compare the effects of digital, dialogic and traditional reading on children’s language development aged 48–66 months. Fifty-six randomly selected children enrolled in three different classrooms in a public preschool in Turkey participated in the study. The three classrooms were again randomly assigned as digital, dialogic and traditional reading groups. During the reading activities, a total of 24 storybooks were read by each group every three times in 8 weeks. While the children’s language scores (the receptive and expressive language scores) resulted in a significant increase in dialogic reading, the children’s language scores in a digital and traditional reading group slightly changed during the intervention. Alternatively, qualitative data suggested that the interaction between teacher and children and between children and children were very limited in a digital and traditional reading group and that limited interaction during reading was the underlying cause of the insignificant increase in children’s language scores.

这项研究的目的是比较数字，对话和传统阅读对48-66个月儿童语言发展的影响。在土耳其一家公立幼儿园中的三个不同教室中随机选择的56名儿童参加了这项研究。这三个教室再次被随机分配为数字，对话和传统阅读小组。在阅读活动中，每组在8周内每三遍阅读了24本故事书。尽管儿童的语言得分（接受性和表达性语言得分）导致对话阅读的显着增加，但在干预过程中，数字阅读和传统阅读组中儿童的语言得分却略有变化。或者，