Araştırma Makalesi
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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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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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  • Işıkoğlu Erdoğan, N., Atan, A., Asar, H., Mumcular, F., Yüce, A., Kiraç, M. ve Kilimlioğlu, Ç. (2016). Ebeveyn ve öğretmenlerin birlikte hikâye okuma etkinliklerinin incelenmesi. İlköğretim Online, 15(1), 125-135.
  • Justice, L. M., Zucker, T. A. & Sofka, A. E. (2010). Systematic assessment of book reading: SABR manual. Project Star. Sit together and read. Preschool Language and Literacy Research Lab. The Ohio State University College of Education and Human Ecology, Columbus, Ohio.
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  • Kindle, K. J. (2011). Same book, different experience: A comparison of shared reading in preschool classrooms. Journal of Language and Literacy Education, 7(1), 13-34.
  • Landry, S. H., Crawford, A., Gunnewig, S., & Swank, P. R. (2001). Teacher behavior rating scale. Center for Improving the Readiness of Children for Learning and Education, University of Texas Health Science Center at Houston.
  • Lane, H. B. & Wright, T. L. (2007). Maximizing the effectiveness of reading aloud. The Reading Teacher, 60(7), 668-675.
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  • Letts, C., Edwards, S., Sinka, I., Schaefer, B., & Gibbons, W. (2013). Socio‐economic status and language acquisition: children's performance on the new Reynell Developmental Language Scales. International Journal Of Language & Communication Disorders, 48(2), 131-143.
  • Lipsky, M. (2011). Head start teachers’ vocabulary instruction and language complexity during storybook reading: Predicting vocabulary outcomes of students in linguistically diverse classrooms (Yayımlanmamış doktora tezi). University of Miami, Miami.
  • Locke, A., Ginsborg, J., & Peers, I. (2002). Development and disadvantage: Implications for the early years and beyond. International Journal of Language and Communication Disorders, 37, 3-15.
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  • Mac Naughton, G. & Williams, G. (2009). Teaching young children: Choices in theory and practice. UK: McGraw-Hill Education.
  • Marchman, V. A., & Fernald, A. (2008). Speed of word recognition and vocabulary knowledge in infancy predict cognitive and language outcomes in later childhood. Developmental Science, 11(3), F9-F16.
  • Mascareño, M., Snow, C. E., Deunk, M. I., & Bosker, R. J. (2016). Language complexity during read-alouds and kindergartners' vocabulary and symbolic understanding. Journal of Applied Developmental Psychology, 44, 39-51.
  • Mashburn, A. J., Pianta, R. C., Hamre, B. K., Downer, J. T., Barbarin, O. A., Bryant, D., Burchinal, M., Early, D. M., & Howes, C. (2008). Measures of classroom quality in prekindergarten and children’s development of academic, language, and social skills. Child Development, 79(3), 732-749.
  • Massey, S. L., Pence, K. L., Justice, L. M., & Bowles, R. P. (2008). Educators' use of cognitively challenging questions in economically disadvantaged preschool classroom contexts. Early Education and Development, 19(2), 340-360.
  • McBride, C. (2016). Children’s literacy development a cross-cultural perspective on learning to read and write. London: Routledge.
  • MEB. (2013). Okul öncesi eğitimi programı. Millî Eğitim Bakanlığı Talim Terbiye Kurumu.
  • Mol, S. E., Bus, A. G., De Jong, M. T., & Smeets, D. J. (2008). Added value of dialogic parent–child book readings: A meta-analysis. Early Education and Development, 19(1), 7-26.
  • Montag, J. L., Jones, M. N. & Smith, L. B. (2015). The words children hear: Picture books and the statistics for language learning, Psychological Science, 26(9): 1489–1496.
  • Moschovaki, E., Meadows, S. & Pellegrini, A. (2007). Teachers’ affective presentation of children’s books and young children’s display of affective engagement during classroom book reading. European Journal of Psychology of Education, 12(4), 405-420.
  • National Early Literacy Panel. (2008). Developing early literacy: Report of the National Early Literacy Panel. Washington, DC: National Institute for Literacy.
  • Neuman, S. B., & Roskos, K. A. (Ed.). (1998). Children achieving: Best practices in early literacy. Delaware: International Reading Association.
  • Oğuzkan, F. (2013). Çocuk edebiyatı. Ankara: Anı Yayıncılık.
  • Payne, A. C., Whitehurst, G. J., & Angell, A. L. (1994). The role of home literacy environment in the development of language ability in preschool children from low-income families. Early Childhood Research Quarterly, 9(3–4), 427–440.
  • Peers, I. P., Lloyd, P., & Foster, C. (2000). Clinical evaluation of language fundamentals – preschool. UK. London: Psychological Corporation.
  • Pianta, R. C., Nimetz, S. L., & Bennett, E. (1997). Mother–child relationships, teacher–child relationships, and school outcomes in preschool and kindergarten. Early Childhood Research Quarterly, 12(3), 263–280.
  • Pinker, S., & Jackendoff, R. (2005). The faculty of language: what's special about it?. Cognition, 95(2), 201-236.
  • Pressley, M., & Hilden, K. (2002). How can children be taught to comprehend text better? M.L. Kamil, J.B. Manning, & H.J. Walberg (Ed.), Successful reading instruction: Research in educational productivity içinde (s.33–51). Greenwich, CT: Information Age.
  • Price, L. H., Van Kleeck, A. & Huberty, C.J. (2009). Talk during book sharing between parents and preschool children: A comparison between storybook and expository book conditions. Reading Research Quarterly, 44(2), 171–194.
  • Roy, P. & Chiat, S. (2013). Teasing apart disadvantage from disorder The case of poor language. C.R. Marshall (Ed.), Current issues in developmental disorders current issues in developmental psychology içinde (s.125-150). London: Psychology Press.
  • Rush, K. L. (1999). Caregiver-child interactions and early literacy development of preschool children from low-income environments. Topics in Early Childhood Special Education, 19(1), 3-14.
  • Scarborough, H. (2001). Connecting early language and literacy to later reading (dis)abilities: Evidence, theory, and practice. S. B. Neuman & D. K. Dickinson (Ed.), Handbook of early literacy research içinde (s.97–110). New York: Guilford Press.
  • Sénéchal, M. (1997). The differential effect of storybook reading on preschoolers’ acquisition of expressive and receptive vocabulary. Journal of Child Language, 24, 123–138.
  • Sénéchal, M., LeFevre, J., Thomas, E., & Daley, K. (1998). Differential effects of home literacy experiences on the development of oral and written language. Reading Research Quarterly, 32, 96–116.
  • Sever, S. (2008). Çocuk ve edebiyat. İzmir: Tudem Yayınları.
  • Silverman, R., Crandell, J. D. & Carlis, L. (2013). Read alouds and beyond: The effects of read aloud extension activities on vocabulary in Head Start classrooms. Early Education & Development, 24(2), 98-122.
  • Song, S., Su, M., Kang, C., Liu, H., Zhang, Y., McBride Chang, C., ... & Shu, H. (2015). Tracing children's vocabulary development from preschool through the school‐age years: An 8‐year longitudinal study. Developmental Science, 18(1), 119-131.
  • Storch, S. A., & Whitehurst, G. J. (2002). Oral language and code-related precursors to reading: Evidence from a longitudinal structural model. Developmental Psychology, 38, 934–947.
  • Svensson, A. K. (2009, Mart). Reading books in preschool is taken for granted: But is it true?. NPFP/NERA Konferansında sunulan bildiri, Trondheim. Erişim Adresi: http://www.divaportal.org/smash/get/diva2:886830/FULLTEXT01.pdf
  • Tabors, P. O., Snow, C. E., & Dickinson, D. K. (2001). Homes and schools together: Supporting language and literacy development. D.K. Dickinson & P.O. Tabors (Ed.), Beginning literacy with language: Young children learning at home and school içinde (s.313-334). Baltimore, MD: Brookes Publishing.
  • Tepetaş Cengiz, Ş. (2015). Okul öncesi öğretmenlerinin resimli öykü kitabı okuma etkinlikleri ile çocukların dil gelişimleri arasındaki ilişkinin incelenmesi (Yayımlanmamış doktora tezi). Hacettepe Üniversitesi, Ankara.
  • Topbaş, S. ve Güven, S. (2011). Türkçe erken dil gelişimi testi (TEDİL). Ankara: Detay Yayıncılık.
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  • TÜİK. (2016). Satınalma Gücü Paritesi (SGP) kullanılarak hesaplanan gelire dayalı göreli yoksulluk sınırına göre yoksul sayıları, yoksulluk oranı ve yoksulluk açığı. Erişim Adresi: http://www.tuik.gov.tr/PreTablo.do?alt_id=1013
  • Van Hulle, C. A., Goldsmith, H. H., & Lemery, K. S. (2004). Genetic, environmental, and gender effects on individual differences in toddler expressive language. Journal of Speech, Language, and Hearing Research, 47(4), 904-912.
  • Van Kleeck, A. (2008). Providing preschool foundations for later reading comprehension: The importance of and ideas for targeting inferencing in storybook-sharing interventions. Psychology in the Schools, 45(7), 627-643.
  • Van Kleeck, A., Gillam, R. B., Hamilton, L., & McGrath, C. (1997). The relationship between middle-class parents’ book-sharing discussion and their preschoolers’ abstract language development. Journal of Speech, Language, and Hearing Research, 40(6), 1261-1271.
  • Van Kleeck, A., Vander Woude, J. & Hammett, L. (2006). Fostering literal and inferential language skills in Head Start preschoolers with language impairment using scripted book-sharing discussion. American Journal of Speech-Language Pathology, 15, 85–96.
  • Verhallen, M. J. & Bus, A. G. (2011). Young second language learners’ visual attention to illustrations in storybooks. Journal of Early Childhood Literacy, 11(4), 480–500.
  • Walker, D., Greenwood, C. R., Hart, B., & Carta, J. J. (1994). Improving the prediction of early school academic outcomes using socioeconomic status and early language production. Child Development, 65, 606-621.
  • Walsh, B. A. & Blewitt, P. (2006). The effect of questioning style during storybook reading on novel vocabulary acquisition of preschoolers. Early Childhood Education Journal, 33(4), 273-278.
  • Wasik, B. A. (2010). What teachers can do to promote preschoolers’ vocabulary development: Strategies from an effective language and literacy professional development coaching model. The Reading Teacher, 63(8), 621-633.
  • Yavuzer, H. (2018). Eğitim ve gelişim özellikleriyle okul çağı çocuğu. İstanbul: Remzi Kitabevi.
  • Yazgan İnanç, B., Bilgin, M. ve Kılıç Atıcı, M. (2020). Gelişim psikolojisi. Ankara: Pegem Akademi.
  • Yıldırım, A. (2008). Okul öncesi eğitim kurumlarından yararlanmayan 4-5 yaş çocuklarının dil gelişimini etkileyen faktörlerin incelenmesi (Konya ili örneği) (Yayımlanmamış yüksek lisans tezi). Selçuk Üniversitesi, Konya.
  • Zucker, T. A., Justice, L. M., Piasta, S. B., & Kaderavek, J. N. (2010). Preschool teacher’s literal and inferential questions and children’s responses during whole class shared reading. Early Childhood Research Quarterly, 25, 65–83.
Toplam 113 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Alan Eğitimleri
Bölüm Makaleler
Yazarlar

Ayşegül DENİZ 0000-0003-0644-2902

Mübeccel GÖNEN 0000-0002-5190-1170

Yayımlanma Tarihi 29 Ekim 2021
Yayımlandığı Sayı Yıl 2021Cilt: 9 Sayı: 4

Kaynak Göster

APA DENİZ, 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. https://doi.org/10.16916/aded.945541

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