This study examined the impacts of dialogical storybook reading on children's receptive vocabulary development and their parents' self-efficacy for storybook reading. Also parents' concerns about the dialogical storybook reading technique and the techniques effects on parent-child relationship were investigated with the study. Quantitative data were gathered to investigate the impact of the technique on children's receptive vocabulary development and their parents' self-efficacy for storybook reading. Qualitative data were used to examine the concerns of the parents about the technique and the impacts of the technique on parent-child relationship.

Pre-test post-test with control group design was recruited for the quantitative part of the study. Participants were 40 Turkish parents and their preschooler children. Children receptive vocabulary measured with Turkish version of the Peabody Picture Vocabulary Test (PPVT). Investigator developed Parents' Self-efficacy for Storybook Reading Questionnaire to measure parents' self-efficacy for storybook reading. After the pre-testes participants randomly assigned to experimental and control groups. Experimental group received dialogical storybook reading training. Seven weeks after the training post-testes were administered to the participants.

Paired t-tests and analysis of variance (ANCOVA) were used to examine the impacts of the technique on children's receptive vocabulary development and their parents' self-efficacy for storybook reading. Findings show that after the dialogical storybook reading training experimental group parents' self-efficacy for storybook reading significantly increased. Concurrently control group parents' self-efficacy for storybook reading stayed same between pre-test and post-test. There were no significant difference between post-tests scores of control and experimental group for self-efficacy for storybook reading. Receptive vocabulary of experimental children significantly increased from pre-test to posttest. However such increase did not appear for children in control group. Comparison of post-tests results of two groups revealed that experimental groups' receptive vocabulary levels were significantly higher than the control group.

Qualitative data were gathered through in-depth interviews with 15 parents from experimental group to examine the concerns of parents about dialogical storybook and the impact of the technique on parent-child relationship. Data analyzed through the principles of grounded theory. After the transcription of the interviews open codes were derived from the transcription. Open codes grouped under axial codes and analyses of axial codes leads to final themes. Two major concerns of the parents about the dialogical storybook reading were: change in parental role in storybook reading, and importance of parents' previous joint storybook reading experiences. Also parents reported three major impacts of the technique on parent-child relationship. The three major impacts are: unique activity sharing more time, democracy in family, and need for consistency between parents.