Araştırma Makalesi
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Kitap Okuma Etkinliklerinin ve Resimli Öykü Kitaplarının Niteliği ile Sosyoekonomik Açıdan Dezavantajlı Çocukların Dil Gelişimleri Arasındaki İlişki

Yıl 2021, Cilt 9, Sayı 4, 1376 - 1399, 29.10.2021
https://doi.org/10.16916/aded.945541

Öz

Bu araştırmada kitap okuma etkinliklerinin ve resimli öykü kitaplarının niteliği ile okul öncesi eğitim alan alt sosyoekonomik düzeydeki ailelerden gelen çocukların alıcı ve ifade edici dil sözcük bilgileri ve dil gelişimleri arasındaki ilişki incelenmiştir. Araştırma alt sosyoekonomik düzeyde beş yaş grubundaki 181 çocuk ve onlara eğitim veren 21 okul öncesi öğretmeni ile gerçekleştirilmiştir. Çocukların alıcı ve ifade edici dil sözcük bilgisi düzeylerini belirlemek için TİFALDİ; alıcı ve ifade edici dil gelişimi düzeylerini belirlemek için ise TEDİL ölçekleri kullanılmıştır. Öğretmenlerin kitap okuma etkinliklerini değerlendirmek için araştırmacı tarafından Kitap Okuma Etkinliği Öğretmen Değerlendirme Formu (KOD) geliştirilmiş; kitap merkezinde yer alan ve etkinlik sırasında okunan resimli öykü kitaplarını değerlendirmek için Resimli Öykü Kitaplarını Değerlendirme Ölçeği kullanılmıştır. Araştırmanın sonuçlarına göre resimli öykü kitaplarının niteliği ve kitap okuma etkinliklerinde alıcı dili destekleme, ifade edici dili destekleme ve etkinlik ortamı niteliği ile çocukların alıcı ve ifade edici dil sözcük bilgileri ve dil gelişimleri arasında istatistiksel açıdan anlamlı ve pozitif bir ilişki bulunmuştur. Öykünün etkili okunmasının niteliği ile alıcı ve ifade edici sözcük bilgisi ve dil gelişimi arasında ise istatistiksel olarak anlamlı ilişki bulunamamıştır. Beş yaş çocuklarının sözel dil performansını anlamlı olarak yordayan değişkenlerin sırasıyla ailenin aylık geliri, ailenin çocuğa kitap okuma sıklığı, çocuğun alıcı dil sözcük bilgisi, çocuğun ifade edici dil sözcük bilgisi ile öğretmenin ifade edici dili destekleme puanları olduğu sonucuna ulaşılmıştır.

Kaynakça

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The Relationship between the Quality of Book Reading Activities and Picture Books and the Language Development of Socioeconomically Disadvantaged Children

Yıl 2021, Cilt 9, Sayı 4, 1376 - 1399, 29.10.2021
https://doi.org/10.16916/aded.945541

Öz

This study examines the relationship between the quality of read-aloud activities and picture books and the receptive and expressive vocabulary and language development of preschool children of lower socioeconomic status. The study was conducted with 181 children aged five years and 21 preschool teachers. The TIFALDI scale was used to determine the children’s receptive and expressive vocabulary, and the TEDIL scale was used to investigate their receptive and expressive language development. The Read-Aloud Teacher Assessment Form was developed by the researcher in this study to assess the read-aloud activities, and the Picture Book Assessment Scale was used to assess picture books read during the activity and in the book center. The findings showed that there was a statistically significant and positive correlation between the quality of the teacher's support for the children and providing an appropriate educational environment in the read-aloud activities and the quality of the picture books and the receptive and expressive vocabulary and language development. No statistically significant relation was found between the quality of reading stories effectively and receptive and expressive vocabulary and language development. It was concluded that the variables predicting 5-year-old children's spoken language performance were family monthly income, family frequency of reading books aloud, children's receptive and expressive vocabulary, and teachers’ points to support children’s expressive language.

Kaynakça

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Ayrıntılar

Birincil Dil Türkçe
Konular Eğitim, Eğitim Araştırmaları
Bölüm Makaleler
Yazarlar

Ayşegül DENİZ (Sorumlu Yazar)
HACETTEPE ÜNİVERSİTESİ
0000-0003-0644-2902
Türkiye


Mübeccel GÖNEN
Hacettepe Üniversitesi
0000-0002-5190-1170
Türkiye

Yayımlanma Tarihi 29 Ekim 2021
Yayınlandığı Sayı Yıl 2021, Cilt 9, Sayı 4

Kaynak Göster

APA Deniz, A. & Gönen, M. (2021). Kitap Okuma Etkinliklerinin ve Resimli Öykü Kitaplarının Niteliği ile Sosyoekonomik Açıdan Dezavantajlı Çocukların Dil Gelişimleri Arasındaki İlişki . Ana Dili Eğitimi Dergisi , 9 (4) , 1376-1399 . DOI: 10.16916/aded.945541

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Ana Dili Eğitimi Dergisi Creative Commons Alıntı-Gayriticari 4.0 Uluslararası Lisansı ile lisanslanmıştır.