Exploring the Potential of Picturebooks for Emergent Literacy Awareness Development: A Scoping Content Analysis Study

Ünal Gezer M., Özay Demircioğlu A. G.

Reading Psychology, 2025 (ESCI, Scopus) identifier

  • Publication Type: Article / Article
  • Publication Date: 2025
  • Doi Number: 10.1080/02702711.2025.2542814
  • Journal Name: Reading Psychology
  • Journal Indexes: Emerging Sources Citation Index (ESCI), Scopus, Academic Search Premier, Periodicals Index Online, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), Linguistics & Language Behavior Abstracts, MLA - Modern Language Association Database, Psycinfo
  • TED University Affiliated: Yes

Abstract

The present study aims to explore the potential of children’s picturebooks for emergent literacy awareness development. It follows a scoping content analysis of a large sample of picturebooks to extract emergent literacy skill and awareness indicators. For the content analysis of picturebooks (n = 132) and for coding the indicators, the National Early Literacy Panel’s rubric is followed. Out of 132 picturebooks sampled, 72 demonstrate emergent literacy indicators such as rhyme, alliteration, and phonemic awareness. A chi-square analysis reports rhyme awareness as the most common literacy indicator. The scoping review study also reveals certain authors have substantial contributions to emergent literacy development than others in the sample. The study implications suggest a balanced approach to emergent literacy instruction via story-based, phonics-enhanced early literacy instruction to pre-service and in-service teachers at pre-primary and primary levels.