The Effect of Wordless Books on the Narrative Skills of 58–70 Month-Old Children

This study aims to examine the effects of wordless books on children’s narrative skills in the preschool period. The study group consists of 58–70 month-old children attending official independent kindergartens in the İpekyolu district of Van province. The study consists of 58 children (29 experimental, 29 control). A pretest–posttest control group was designed as a quasi-experimental design. While the children in the experimental group participated in activities with wordless books for 10 weeks, no intervention was made with the children in the control group. The data collection tools in the study were the personal information form and the storytelling evaluation form. In the analysis of the data, the Wilcoxon signed-rank test for dependent groups, the Mann–Whitney U test for independent groups, and the Friedman test for dependent multiple group comparisons were used as nonparametric tests. The findings show that the initial scores of both groups were equal and that there was no significant difference between the pretest mean scores. However, a significant difference was found in favor of the experimental group in the posttest results. No significant difference was found between the posttest and permanence test results of the children in the experimental group. These results show that educational environments supported by wordless books have a positive and permanent effect on children’s narrative skills. Cite this article as: Taşkın, Z., & Canan Durmuşoğlu, M. (2025). The effect of wordless books on the narrative skills of 58–70 month-old children. HAYEF: Journal of Education, 22, 0048, doi: 10.5152/hayef.2025.24048.