Çetinkaya, Fatih ÇetinYıldırım, KasımÖksüz, Halil İbrahimSönmez, MuhammetTosun, Dudu KayaRasinski, TimothyGaleza, Abbey2023-07-262023-07-2620230022-06711940-0675https://doi.org/10.1080/00220671.2023.2182752https://hdl.handle.net/20.500.12684/12397The current study aimed to explore the effects of interactive read-aloud with children's picture books on third-grade elementary school students' financial literacy attitude and behavior. A pretest-posttest control group quasi-experimental research design was employed. The sample of the current research consisted of 46 third-grade elementary school students. We randomly assigned two preexisting third-grade elementary school classrooms to the treatment and control groups that appeared similar considering the pretest scores of the groups. While interactive read-aloud was used in the treatment group, just reading read-aloud activities occurred in the control group. The implementation process took four weeks. Before and after the implementation, the measurement tool was administered to the students in the groups. A one-way analysis of covariance was used for the posttest scores of the students in the groups. The analysis revealed that there was a statistically significant difference in favor of the treatment group.en10.1080/00220671.2023.2182752info:eu-repo/semantics/closedAccessChildren's Picture Books; Financial Literacy; Read-AloudLanguage; InterventionArticle2-s2.0-85148614958WOS:000936406700001Q2Q2