Redirecting to http://dergipark.org.tr/_fragment?_hash=oVTvDuwv4y0B-I8GS8_HjsW-1gI1F8l4333xoh55X7M&_path=id%3D1444651%26_format%3Dhtml%26_locale%3Den%26_controller%3DApp%255CController%255CSite%255CArticleController%253A%253AesiArticleStats.
Research Article
BibTex RIS Cite

Supporting Reading Skills in the Home Environment: “My One and Only Family, Will You Read with Me?”

Year 2024, Volume: 12 Issue: 2, 485 - 514, 30.04.2024

Hayriye Gül Kuruyer , Pınar Kanık Uysal

https://doi.org/10.16916/aded.1444651

Abstract

This study was conducted to reveal how family interaction in the home reading environment changed children’s reading behaviours and skills. For this purpose, an attempt was made to describe the change that occurred by making observations before, during and after interactive book reading activities and observing the effects of this process on children’s and families’ reading behaviours and approaches as well as on children’s reading skills. The research was conducted using the multiple case study method with three children passing from the first grade to the second grade of primary school, their families and their classroom teachers. Reading texts, unstructured and semi-structured interviews, non-participant unstructured observations, video recordings and a researcher diary were used as data collection tools in the study. The data obtained from the study were analysed in three stages using the inductive analysis technique. As a result of the analyses, three themes emerged: the family’s approach to reading, the child’s approach to reading, and change; six sub-themes were found: family typology, expectation, experience, child typology, change in the child’s reading behaviours and skills, and change in the home reading environment. The study presented findings demonstrating that the home reading environment and family-child interaction were effective on children’s reading skills. During the process, a series of changes was observed in children’s reading skills, word recognition and reading comprehension levels, and cognitive and affective dimensions of reading. It was observed that families’ approaches and attitudes towards reading changed along with the interactive book reading instruction and the guidance provided in the process, that their discourses and perspectives regarding their duties and responsibilities in helping their children become good readers changed, and that this change was reflected in their reading experiences with their children. Regarding the change in children’s reading skills, the positive change observed in word recognition skills was limited to the development in basic-level comprehension questions in reading comprehension skills. An attempt was made to explain the situation before, during and after interactive reading with descriptions, and the reasons for the change in children and families were discussed by observing that the change in this process affected the families’ approach and their perception that reading was a school-based skill, and therefore, the home reading environment, while the change in the home reading environment affected the change in the child.

Keywords

Home reading environment interactive reading family reading skills

References

  • Alston-Abel, N. L., & Berninger, V. W. (2018). Relationships between home literacy practices and school achievement: Implications for consultation and home-school collaboration. Journal of Educational and Psychological Consultation, 28, 164-189.
  • Annie E. Casey Foundation. (2015). Kids count: State trends in child wellbeing. Baltimore, MD: Casey Foundation.
  • Au, K. H., & Raphael, T.E. (2000). Equity and literacy in the next millennium. Reading Research Quarterly, 35(1), 170-188.
  • Andersen, C. S., Gregersen, K. M., Nielsen, S. N., & Kjærgaard Thomsen, M. (2021) Parent involvement, socioeconomic status and reading performance. Scandinavian Journal of Educational Research, 65(7), 1279-1294.
  • Arnold, D. H., Zeljo, A., Doctoroff, G. L., & Ortiz, C. (2008). Parent involvement in preschool: Predictors and the relation of involvement to preliteracy development. School Psychology Review, 37(1), 74-90.
  • Biemiller, A. (2006). Vocabulary development and instruction: a prerequisite for school learning. In D. Dickinson, & S. B. Neuman (Eds.), Handbook of early literacy research (pp. 41–51). New York, NY: Guilford.
  • Baumrind. D. {1966), Effects of authoritative parental control on child behavior. Child Development, 37, 887-907.
  • Baumrind, D. (1971). Current patterns of parental authority. Developmental Psychology Monograph, 4, 1-103.
  • Baumrind, D. (1989). Rearing competent children. In W. Damon (Ed.), Child development today and tomorrow (pp. 349-378). San Francisco: Jossey-Bass.
  • Baumrind, D. (1991). The influence of parenting style on adolescent competence and substance abuse. Journal of Early Adolescence, 11, 56-95.
  • Bigozzi, L., Tarchi, C., Vagnoli, L., Valente, E., & Pinto, G. (2017). Reading fluency as a predictor of school outcomes across grades 4-9. Frontiers in Psychology 8, 1-9.
  • Bokhandlerforeningen. (2022). Leseundersøkelse, 2022 [reading survey 2022]. Retrived from https://bokhandlerforeningen.no/bransjefakta/forbrukerundersokelser/leserundersokelsen/.
  • Bourdieu, P., & Passeron, J. (1990). Reproduction in education, society and culture. London: Sage Publications.
  • Bradley, L., & Donovan, C. (2012). “Read it! Do it! Tell it! Play it!”: Preschoolers and their families having fun with stories. Childhood Education, 88(4), 248-254.
  • Bronfenbrenner, U. (1979). The ecology of human development. Cambridge: Harvard University Press.
  • Bronfenbrenner, U., & Morris, P. (2006). The bioecological model of human development. In R.M. Lerner & W. Damon (Eds.), Handbook of child psychology: Vol.1. Theoretical models of human development (pp.793-828). Hoboken, NJ: Wiley.
  • Bus, A. G. (2001). Parent-child book reading through the lens of attachment theory. In L. Verhoeven, & C. E. Snow (Eds.), Literacy and Motivation (pp. 43–57). Hillsdale, N.J.: Lawrence Erlbaum.
  • Bus, A. G., van Ijzendoorn, M. H., & Pellegrini, A. D. (1995). Joint book reading makes for success in learning to read: A meta-analysis on intergenerational transmission of literacy. Review of Educational Research, 65, 1-21.
  • Castles, A., & Coltheart, M. (2004). Is there a causal link from phonological awareness to success in learning to read?. Cognition, 91(1), 77-111.
  • Chow, B. W., & McBride-Chang, C. (2003). Promoting language and literacy development through parent-child reading in Hong Kong preschoolers. Early Education and Development, 14(2), 233-248.
  • Christie, J. F., & Roskos, K. A. (2006). Standards, science, and the role of play in early literacy education. In D. G. Singer, R. M. Golinkoff, & K. Hirsh-Pasek (Eds.), Play = learning: How play motivates and enhances children's cognitive and social-emotional growth (pp. 57-73). Newyork: Oxford University Press.
  • Creswell, J. W. (2013). Nitel araştırma yöntemleri. (M. Bütün ve S. B. Demir, .Çev. Ed.). Ankara: Siyasal Kitabevi.
  • Çelebi-Öncü, E. (2016). Improved creative thinkers in a class: a model of activity based tasks for improving university students creative thinking abilities. Educational Research and Reviews, 11(8), 517-522.
  • Çetinkaya, F. Ç., Öksüz, H. İ. ve Öztürk, M. (2018). Etkileşimli okuma ve kelime hazinesi. Uluslararası Sosyal Araştırmalar Dergisi, 11(60), 705-715.
  • DeBaryshe, B. D. (1995). Maternal belief systems: Linchpin in the home reading process. Journal of Applied Developmental Psychology, 16(1), 1-20.
  • DeBruin-Parecki, A. (2009). Establishing a family literacy program with a focus on interactive reading: The role of research and accountability.Early Childhood Education Journal, 36(3), 209-289.
  • Dickinson, D., Griffith, J., Golinkoff, R. M., & Hirsh-Pasek, K. (2012). How reading books fosters language development around the world. Child Development Research, 1-15.
  • Durkin, D. (1966). Children who read early. New York: Teachers College Press.
  • Epstein, J. L. (2001). School, family, and community partnerships: Preparing educators and Improving schools. Boulder, CO: Westview Press.
  • Epstein, J. L., & Sanders, M. G. (2002). Family, school, and community partnerships. In M. H. Bornstein
  • (Ed.), Handbook of parenting: Vol. 5. Practical issues in parenting (2nd., pp. 407–437). Mahwah, NJ: Erlbaum.Ergül, C., Akoğlu, G., Sarıca, D., Tufan, M. ve Karaman, G. (2015). Ana sınıflarında gerçekleştirilen birlikte kitap okuma etkinliklerinin “etkileşimli kitap okuma” bağlamında incelenmesi. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 11(3), 603-619.
  • Ergül, C., Sarıca, A. D. ve Akoğlu, G. (2016). Etkileşimli kitap okuma: Dil ve erken okuryazarlık becerilerinin geliştirilmesinde etkili bir yöntem. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 17(2), 193-204.
  • Eslek, D. ve Yılmaz Irmak, T. (2018). Ekolojik sistemler kuramı çerçevesinde göçmen çocuklar ve oyunları üzerine bir derleme. Dokuz Eylül Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 20(3), 347.
  • Fantuzzo, J., McWayne, C., Perry, M. A., & Childs, S. (2004). Multiple dimensions of family involvement and their relations to behavioral and learning competencies for urban, low-income children. School Psychology Review, 33(4), 467-480.
  • Forry, N., Bromer, J., Chrisler, A., Rothenberg, L., Simkin,S., & Daneri, P. (2012). Family-provider relationship quality: Review of conceptual and empirical literature of family-provider relationships (OPRE report #2012-46). Washing-ton, DC: Office of Planning, Research and Evaluation,Administration for Children and Families, U.S. Depart-ment of Health and Human Services.
  • Gök, S. ve Yıldırım, K. (2023). Okuma kültürünün geliştirilmesine yönelik aile farkındalık programının etkililiği: Bir karma yöntem araştırması. Ana Dili Eğitimi Dergisi, 11(1), 135-158.
  • Grolnick, W. S., Benjet, C., Kurowski, C. O., & Apostoleris, N. H. (1997). Predictors of parent involvement in children's schooling. Journal of Educational Psychology, 89(3), 538-548.
  • Günay-Bilaloğlu, R. G., Aktaş-Arnas, Y. A., & Yasar, M. (2017). Question types and wait-time during science related activities in Turkish preschools. Teachers and Teaching: Theory and Practice, 23(2), 211-226.
  • Hargrave, A. C., & Senechal, M. (2000). A book reading intervention with preschool children who have limited vocabularies: The benefits of regular reading and reading. Early Childhood Research Quarterly, 15, 75-90.
  • Hartas, D. (2012). Inequality and the home learning environment: Predictions about seven-year-olds’ language and literacy. British Educational Research Journal, 38(5), 859-879.
  • Hofslundsengen, H., Gustafsson, J. E., & Hagtvet, B. E. (2019). Contributions of the home literacy environment and underlying language skills to preschool invented writing. Scandinavian Journal of Educational Research, 63(5), 653-669.
  • Jordan, G. E., Snow, C. E., & Porche, M. V. (2000). Project EASE: The effect of a family literacy project on kindergarten students’ early literacy skills. Reading Research Quarterly, 35, 524-546.
  • Justice, L. M., & Pullen, P. C. (2003). Promising interventions for promoting emergent literacy skills: Three evidence-based approaches.Topics in Early Childhood Special Education, 23, 99-113.
  • Kalil, A., & Mayer, S. E. (2016). Understanding the importance of parental time with children: Comment on Milkie, Nomaguchi, and Denny (2015). Journal of Marriage and Family, 78(1), 262-265.
  • Karakaş, S., Erden G, Erdoğan-Bakar, E. ve Doğutepe, E. (2017) Özgül Öğrenme bozukluğu genişletilmiş nöropsikometri bataryası el kitabı. Konya: Eğitim Yayınevi.
  • Keresteš, G., Hjelmquist, E., Veisson, M., & Siegel, L. S. (2024). The importance of fluency in reading: A comparison of english, swedish, croatian, and estonian. Reading Psychology, 45(4), 413-430.
  • Kıvrak, Z. ve Yıldırım, K. (2020). Öğretmenlerin gözünden birinci sınıf öğrencilerin okuma ve yazma becerilerini öğrenim süreçlerine ailelerin katılımı. Ana Dili Eğitimi Dergisi, 8(2), 447-468.
  • Klesius, J. P., & Griffith, P. L. (1996). Interactive storybook reading for at-risk learners. The Reading Teacher, 49(7), 552-560.
  • Mays, N., & Pope, C. (2000) Assessing quality in qualitative research, British Medical Journal, 320, 50-52.
  • Lang, S. N., Jeon, L., Schoppe-Sullivan, S. J., & Wells, M. B. (2020). Associations between parent–teacher cocaring relationships, parent–child relationships, and young children’s social emotional development (2020). Child & Youth Care Forum, 49(4), 623-646.
  • Liu, C., Georgiou, G. K., & Manolitsis, G. (2018). Modeling the relationships of parents’ expectations, family’s SES, and home literacy environment with emergent literacy skills and word reading in Chinese. Early Childhood Research Quarterly, 43(2018), 1–10.
  • MacKenzie, R. (2014). Çocuğunuza sınır koyma. (M. Gül, Çev.) İstanbul: Yakamoz Kitap.
  • Milkie, M. A., Nomaguchi, K. M., & Denny, K. E. (2015). Does the amount of time mothers spend with children or adolescents matter? Journal of Marriage and Family, 77(2), 355-372.
  • Mol, S. E., & Neuman, S. B. (2014). Sharing information books with kindergartners: The role of parents’ extra-textual talk and socioeconomic status. Early Childhood Research Quarterly, 29(4), 399-410.
  • Mudzielwana, N. P. (2014). The role of parents in developing reading skills of their children in the Foundation Phase. Journal of Social Sciences, 41(2), 253-264.
  • National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading andits implications for reading instruction. Bethesda, MD: NationalInstitute of Child Health and Human Development.
  • Napoli, A. R., Korucu, I., Lin, J., Schmitt, S. A., & Purpura, D. J. (2021). Characteristics related to parent-child literacy and numeracy practices in preschool. Frontiers in Education, 6, 1-9.
  • Neumann, M. M., Hood, M., & Ford, R. M. (2013). Using environmental print toenhance emergent literacy and print motivation. Reading and Writing, 26(5), 771-793.
  • Okuyay Platformu. (2019). Türkiye okuma kültürü araştırması 2019. Türkiye Yayıncılar Birliği. okuyayplatformu.com/wp-content/uploads/2020/02/okuma-kulturu-arastirmasi.pdf adresinden erişilmiştir.
  • Padak, N., & Rasinski, T. (2007). Family involvement: Is being wild about Harry enough? Encouraging independent reading at home. The Reading Teacher, 61(4), 350-353.
  • Petrill, A. S., Deater-Deckard, K., Schatschneider, C., & Davis, C. (2005) Measured environmental influences on early reading: Evidence from an adoption study. Scientific Studies of Reading, 9(3), 237-259.
  • Rimm-Kaufman, S. E., & Pianta,R. C. (2000). An ecological perspective on the transition to kindergarten:A theoretical framework to guide empirical research. Journal of Applied Developmental Psychology, 21, 491-511.
  • Saban, A. ve Ersoy, A. (2019). Eğitimde nitel araştırma desenleri. Ankara: Anı Yayıncılık.
  • Sak, R., Şahin-Sak, İ. T., Atli, S. ve Şahin, B. K. (2015). Okul öncesi dönem: Anne baba tutumları, Mersin Üniversitesi Eğitim Fakültesi Dergisi, 11(3), 972-991.
  • Sénéchal, M., & Young, L. (2008). The effect of family literacy interventions on children’s acquisition of reading from kindergarten to grade 3: A meta-analytic review. Review of Educational Research, 78(4), 880-907.
  • Snell, E. K., Hindman, A. H., & Wasik, B. A. (2015). How can book reading close the word gap? Five key practices from research. The Reading Teacher, 68(7), 560-571.
  • Şirin, S. (2019). Yetişin çocuklar. İstanbul: Doğan Kitap.
  • Sperling, A. R., & Head, M. D, (2002). Reading attitudes and literacy skills in prekindergarten and kindergarten children. Early Childhood Education Journal, 29(4), 233-236.
  • Tetik, G. ve Işıkoğlu Erdoğan, N. (2017). Diyaloğa dayalı okumanın 48-60 aylık çocukların dil gelişimine etkisi. Kastamonu Eğitim Dergisi, 25(2), 1-16.
  • Tracey, D. H., & Morrow, L. M. (2012). Lenses on reading: An introduction to theories and models. New York, NY: Guilford.
  • Umucu Alpoğuz, D. (2014). Algılanan ana-baba tutumlarının ilköğretim öğrencilerinin okumaya yönelik tutumlarına ve Türkçe dersi akademik başarılarına etkisi (Yayımlanmamış Yüksek Lisans Tezi). Kırşehir Ahi Evran Üniversitesi Sosyal Bilimler Enstitüsü, Kırşehir.
  • van der Sande, L., van Steensel, R., & Fikrat-Wevers, S. (2023) Effectiveness of interventions that foster reading motivation: A meta-analysis. Educational Psychology Review, 35(21), 1-38.
  • van Steensel, R., McElvany, N., Kurvers, J., & Herppich, S. (2011). How effective are family literacy programs? Results of a meta-analysis. Review of Educational Research, 81, 69-96.
  • Vasylenko, V.O. (2017). The parents’ role in helping children to develop reading skills. EETP, 12(46),71-80.
  • Vygotsky, L. S. (1967). Play and its role in the mental development of the child. Soviet Psychology, 5(3), 6-18.
  • Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. M. Cole, V. John-Steiner, S. Scribner, & E. Souberman (Eds). Cambridge, MA: Harvard College Press.
  • Weigel, D. J., Martin, S. S., & Bennett, K. K. (2006). Contributions of the home lit- eracy environment to preschool-aged children’s emerging literacy and language skills. Early Child Development and Care, 176(3-4), 357-378.
  • Whitehurst, G. J., & Lonigan, C. J. (1998). Child development and emergent literacy. Child Development, 69, 848-872.
  • Worthington, M., & van Oers, B. (2017). Children’s social literacies: Meaning making and the emergence of graphical signs and texts in pretense. Journal of Early Childhood Literacy, 17(2), 147-175.
  • Yang, J., Lawrence, J. F., & Grøver, V. (2023). Parental expectations and home literacy environment: A questionnaire study of Chinese-Norwegian dual language learners. Journal of Research in Childhood Education, 37(1), 159-173.
  • Yeo, L. S., Ong, W. W., & Ng, C. M. (2014). The home literacy environment and preschool children's reading skills and interest. Early Education and Development, 25, 791-814.
  • Yıldız, M. (2013). Okuma motivasyonu, akıcı okuma ve okuduğunu anlamanın beşinci sınıf öğrencilerinin akademik başarılarındaki rolü. Turkish Studies, 8(4), 1461-1478.
  • Yıldız, M. ve Aydoğmuş, M. (2021). Türkiye’de okuma güçlüğünü gidermeye odaklanan ilkokul düzeyindeki araştırmaların incelenmesi: 2000-2020 dönemi. Ana Dili Eğitimi Dergisi, 9(4), 1188-1225.
  • Yıldız-Bıçakçı, M., Er, S. ve Aral, N. (2017). Annelerin çocuklarına etkileşimli kitap okuma sürecine ilişkin görüşleri. Eğitim ve Bilim, 42(191), 53-68.
  • Yildiz, M., Yildirim, K., Ates, S., & Rasinski, T. (2012). Perceptions of Turkish parents with children identified as dyslexic about the problems that they and their children experience. Reading Psychology, 33(5), 399-422.
  • Yin, R. K. (2014). Case study methods: design and methods. Thousand Oaks: Sage.
  • Yurtbakan, E. (2020). Etkileşimli okuma: Bir içerik analizi. Ana Dili Eğitimi Dergisi, 8(1), 135-156.
  • Zevenbergen, A., A., Worth, S., Dretto, D., & Travers, K. (2018) Parents’ experiences in a home-based dialogic reading programme, Early Child Development and Care, 188(6), 862-874,

Okuma Becerilerinin Ev Ortamında Desteklenmesi: Biricik Ailem Benimle Birlikte Okur musun?

Year 2024, Volume: 12 Issue: 2, 485 - 514, 30.04.2024

Hayriye Gül Kuruyer , Pınar Kanık Uysal

https://doi.org/10.16916/aded.1444651

Abstract

Bu araştırma ev okuma ortamındaki aile içi etkileşimin çocukların okuma davranışları ve becerilerini nasıl değiştirdiğini ortaya çıkarmak amacıyla yürütülmüştür. Bu amaç doğrultusunda etkileşimli kitap okuma etkinlikleri öncesi, sırası, sonrası ve bu sürecin çocuklar ve ailelerin okuma davranışlarına, yaklaşımlarına ve çocukların okuma becerilerine etkisi gözlemlenerek meydana gelen değişim betimlenmeye çalışılmıştır. Araştırma çoklu durum çalışması yöntemiyle, ilkokul birinci sınıftan ikinci sınıfa geçen üç çocuk, bu çocukların aileleri ve sınıf öğretmenleri ile yürütülmüştür. Araştırmada veri toplama aracı olarak okuma metinleri, yapılandırılmamış ve yarı yapılandırılmış görüşmeler, katılımcı olmayan yapılandırılmamış gözlemler, video kayıtları ve araştırmacı günlüğü kullanılmıştır. Araştırmadan elde edilen veriler tümevarım analiz tekniği kullanılarak üç aşamada analiz edilmiş, analizler sonucunda; ailenin okumaya yaklaşımı, çocuğun okumaya yaklaşımı ve değişim olmak üzere üç tema; aile tipolojisi, aile tipolojisine kaynaklık eden unsurlar, çocuk tipolojisi, çocuğun okuma beceri ve davranışlarındaki değişim ve aile-çocuk tipolojisine kaynaklık eden unsurlarda gözlenen değişim şeklinde beş alt temaya ulaşılmıştır. Araştırma, ev okuma ortamının ve aile-çocuk etkileşiminin çocukların okuma becerileri üzerinde etkili olduğunu kanıtlar nitelikte bulgular sunmuştur. Süreçte çocukların okuma becerilerinde, kelime tanıma ve okuduğunu anlama düzeyinde, okumanın bilişsel ve duyuşsal boyutlarında bir dizi değişim gözlemlenmiştir. Etkileşimli kitap okuma eğitimi ve süreçte yapılan rehberlikle birlikte ailelerin okumaya karşı yaklaşım ve tutumlarının değiştiği, çocuklarının iyi bir okur olmasında kendilerine ait görev ve sorumluluklarına ilişkin söylem ve bakış açılarının değiştiği, bu değişimin çocuklarla birlikte okuma deneyimlerine yansıdığı görülmüştür. Çocukların okuma becerilerine yönelik değişimde ise kelime tanıma becerisinde görülen olumlu değişim okuduğunu anlama becerisinde basit anlama sorularındaki gelişim ile sınırlı kalmıştır. Etkileşimli okuma öncesi, sırası ve sonrasına yönelik betimlemeler ile durum açıklanmaya çalışılmış, bu süreçteki değişimin ailelerin okumanın okul temelli bir beceri olduğuna yönelik algıları ile birlikte yaklaşımlarını dolayısıyla ev okuma ortamını, ev okuma ortamındaki değişimin ise çocuktaki değişimi etkilediği görülerek çocuklardaki ve ailedeki değişimin nedenleri tartışılmıştır.

Keywords

Ev okuma ortamı etkileşimli okuma aile okuma becerileri

References

  • Alston-Abel, N. L., & Berninger, V. W. (2018). Relationships between home literacy practices and school achievement: Implications for consultation and home-school collaboration. Journal of Educational and Psychological Consultation, 28, 164-189.
  • Annie E. Casey Foundation. (2015). Kids count: State trends in child wellbeing. Baltimore, MD: Casey Foundation.
  • Au, K. H., & Raphael, T.E. (2000). Equity and literacy in the next millennium. Reading Research Quarterly, 35(1), 170-188.
  • Andersen, C. S., Gregersen, K. M., Nielsen, S. N., & Kjærgaard Thomsen, M. (2021) Parent involvement, socioeconomic status and reading performance. Scandinavian Journal of Educational Research, 65(7), 1279-1294.
  • Arnold, D. H., Zeljo, A., Doctoroff, G. L., & Ortiz, C. (2008). Parent involvement in preschool: Predictors and the relation of involvement to preliteracy development. School Psychology Review, 37(1), 74-90.
  • Biemiller, A. (2006). Vocabulary development and instruction: a prerequisite for school learning. In D. Dickinson, & S. B. Neuman (Eds.), Handbook of early literacy research (pp. 41–51). New York, NY: Guilford.
  • Baumrind. D. {1966), Effects of authoritative parental control on child behavior. Child Development, 37, 887-907.
  • Baumrind, D. (1971). Current patterns of parental authority. Developmental Psychology Monograph, 4, 1-103.
  • Baumrind, D. (1989). Rearing competent children. In W. Damon (Ed.), Child development today and tomorrow (pp. 349-378). San Francisco: Jossey-Bass.
  • Baumrind, D. (1991). The influence of parenting style on adolescent competence and substance abuse. Journal of Early Adolescence, 11, 56-95.
  • Bigozzi, L., Tarchi, C., Vagnoli, L., Valente, E., & Pinto, G. (2017). Reading fluency as a predictor of school outcomes across grades 4-9. Frontiers in Psychology 8, 1-9.
  • Bokhandlerforeningen. (2022). Leseundersøkelse, 2022 [reading survey 2022]. Retrived from https://bokhandlerforeningen.no/bransjefakta/forbrukerundersokelser/leserundersokelsen/.
  • Bourdieu, P., & Passeron, J. (1990). Reproduction in education, society and culture. London: Sage Publications.
  • Bradley, L., & Donovan, C. (2012). “Read it! Do it! Tell it! Play it!”: Preschoolers and their families having fun with stories. Childhood Education, 88(4), 248-254.
  • Bronfenbrenner, U. (1979). The ecology of human development. Cambridge: Harvard University Press.
  • Bronfenbrenner, U., & Morris, P. (2006). The bioecological model of human development. In R.M. Lerner & W. Damon (Eds.), Handbook of child psychology: Vol.1. Theoretical models of human development (pp.793-828). Hoboken, NJ: Wiley.
  • Bus, A. G. (2001). Parent-child book reading through the lens of attachment theory. In L. Verhoeven, & C. E. Snow (Eds.), Literacy and Motivation (pp. 43–57). Hillsdale, N.J.: Lawrence Erlbaum.
  • Bus, A. G., van Ijzendoorn, M. H., & Pellegrini, A. D. (1995). Joint book reading makes for success in learning to read: A meta-analysis on intergenerational transmission of literacy. Review of Educational Research, 65, 1-21.
  • Castles, A., & Coltheart, M. (2004). Is there a causal link from phonological awareness to success in learning to read?. Cognition, 91(1), 77-111.
  • Chow, B. W., & McBride-Chang, C. (2003). Promoting language and literacy development through parent-child reading in Hong Kong preschoolers. Early Education and Development, 14(2), 233-248.
  • Christie, J. F., & Roskos, K. A. (2006). Standards, science, and the role of play in early literacy education. In D. G. Singer, R. M. Golinkoff, & K. Hirsh-Pasek (Eds.), Play = learning: How play motivates and enhances children's cognitive and social-emotional growth (pp. 57-73). Newyork: Oxford University Press.
  • Creswell, J. W. (2013). Nitel araştırma yöntemleri. (M. Bütün ve S. B. Demir, .Çev. Ed.). Ankara: Siyasal Kitabevi.
  • Çelebi-Öncü, E. (2016). Improved creative thinkers in a class: a model of activity based tasks for improving university students creative thinking abilities. Educational Research and Reviews, 11(8), 517-522.
  • Çetinkaya, F. Ç., Öksüz, H. İ. ve Öztürk, M. (2018). Etkileşimli okuma ve kelime hazinesi. Uluslararası Sosyal Araştırmalar Dergisi, 11(60), 705-715.
  • DeBaryshe, B. D. (1995). Maternal belief systems: Linchpin in the home reading process. Journal of Applied Developmental Psychology, 16(1), 1-20.
  • DeBruin-Parecki, A. (2009). Establishing a family literacy program with a focus on interactive reading: The role of research and accountability.Early Childhood Education Journal, 36(3), 209-289.
  • Dickinson, D., Griffith, J., Golinkoff, R. M., & Hirsh-Pasek, K. (2012). How reading books fosters language development around the world. Child Development Research, 1-15.
  • Durkin, D. (1966). Children who read early. New York: Teachers College Press.
  • Epstein, J. L. (2001). School, family, and community partnerships: Preparing educators and Improving schools. Boulder, CO: Westview Press.
  • Epstein, J. L., & Sanders, M. G. (2002). Family, school, and community partnerships. In M. H. Bornstein
  • (Ed.), Handbook of parenting: Vol. 5. Practical issues in parenting (2nd., pp. 407–437). Mahwah, NJ: Erlbaum.Ergül, C., Akoğlu, G., Sarıca, D., Tufan, M. ve Karaman, G. (2015). Ana sınıflarında gerçekleştirilen birlikte kitap okuma etkinliklerinin “etkileşimli kitap okuma” bağlamında incelenmesi. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 11(3), 603-619.
  • Ergül, C., Sarıca, A. D. ve Akoğlu, G. (2016). Etkileşimli kitap okuma: Dil ve erken okuryazarlık becerilerinin geliştirilmesinde etkili bir yöntem. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 17(2), 193-204.
  • Eslek, D. ve Yılmaz Irmak, T. (2018). Ekolojik sistemler kuramı çerçevesinde göçmen çocuklar ve oyunları üzerine bir derleme. Dokuz Eylül Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 20(3), 347.
  • Fantuzzo, J., McWayne, C., Perry, M. A., & Childs, S. (2004). Multiple dimensions of family involvement and their relations to behavioral and learning competencies for urban, low-income children. School Psychology Review, 33(4), 467-480.
  • Forry, N., Bromer, J., Chrisler, A., Rothenberg, L., Simkin,S., & Daneri, P. (2012). Family-provider relationship quality: Review of conceptual and empirical literature of family-provider relationships (OPRE report #2012-46). Washing-ton, DC: Office of Planning, Research and Evaluation,Administration for Children and Families, U.S. Depart-ment of Health and Human Services.
  • Gök, S. ve Yıldırım, K. (2023). Okuma kültürünün geliştirilmesine yönelik aile farkındalık programının etkililiği: Bir karma yöntem araştırması. Ana Dili Eğitimi Dergisi, 11(1), 135-158.
  • Grolnick, W. S., Benjet, C., Kurowski, C. O., & Apostoleris, N. H. (1997). Predictors of parent involvement in children's schooling. Journal of Educational Psychology, 89(3), 538-548.
  • Günay-Bilaloğlu, R. G., Aktaş-Arnas, Y. A., & Yasar, M. (2017). Question types and wait-time during science related activities in Turkish preschools. Teachers and Teaching: Theory and Practice, 23(2), 211-226.
  • Hargrave, A. C., & Senechal, M. (2000). A book reading intervention with preschool children who have limited vocabularies: The benefits of regular reading and reading. Early Childhood Research Quarterly, 15, 75-90.
  • Hartas, D. (2012). Inequality and the home learning environment: Predictions about seven-year-olds’ language and literacy. British Educational Research Journal, 38(5), 859-879.
  • Hofslundsengen, H., Gustafsson, J. E., & Hagtvet, B. E. (2019). Contributions of the home literacy environment and underlying language skills to preschool invented writing. Scandinavian Journal of Educational Research, 63(5), 653-669.
  • Jordan, G. E., Snow, C. E., & Porche, M. V. (2000). Project EASE: The effect of a family literacy project on kindergarten students’ early literacy skills. Reading Research Quarterly, 35, 524-546.
  • Justice, L. M., & Pullen, P. C. (2003). Promising interventions for promoting emergent literacy skills: Three evidence-based approaches.Topics in Early Childhood Special Education, 23, 99-113.
  • Kalil, A., & Mayer, S. E. (2016). Understanding the importance of parental time with children: Comment on Milkie, Nomaguchi, and Denny (2015). Journal of Marriage and Family, 78(1), 262-265.
  • Karakaş, S., Erden G, Erdoğan-Bakar, E. ve Doğutepe, E. (2017) Özgül Öğrenme bozukluğu genişletilmiş nöropsikometri bataryası el kitabı. Konya: Eğitim Yayınevi.
  • Keresteš, G., Hjelmquist, E., Veisson, M., & Siegel, L. S. (2024). The importance of fluency in reading: A comparison of english, swedish, croatian, and estonian. Reading Psychology, 45(4), 413-430.
  • Kıvrak, Z. ve Yıldırım, K. (2020). Öğretmenlerin gözünden birinci sınıf öğrencilerin okuma ve yazma becerilerini öğrenim süreçlerine ailelerin katılımı. Ana Dili Eğitimi Dergisi, 8(2), 447-468.
  • Klesius, J. P., & Griffith, P. L. (1996). Interactive storybook reading for at-risk learners. The Reading Teacher, 49(7), 552-560.
  • Mays, N., & Pope, C. (2000) Assessing quality in qualitative research, British Medical Journal, 320, 50-52.
  • Lang, S. N., Jeon, L., Schoppe-Sullivan, S. J., & Wells, M. B. (2020). Associations between parent–teacher cocaring relationships, parent–child relationships, and young children’s social emotional development (2020). Child & Youth Care Forum, 49(4), 623-646.
  • Liu, C., Georgiou, G. K., & Manolitsis, G. (2018). Modeling the relationships of parents’ expectations, family’s SES, and home literacy environment with emergent literacy skills and word reading in Chinese. Early Childhood Research Quarterly, 43(2018), 1–10.
  • MacKenzie, R. (2014). Çocuğunuza sınır koyma. (M. Gül, Çev.) İstanbul: Yakamoz Kitap.
  • Milkie, M. A., Nomaguchi, K. M., & Denny, K. E. (2015). Does the amount of time mothers spend with children or adolescents matter? Journal of Marriage and Family, 77(2), 355-372.
  • Mol, S. E., & Neuman, S. B. (2014). Sharing information books with kindergartners: The role of parents’ extra-textual talk and socioeconomic status. Early Childhood Research Quarterly, 29(4), 399-410.
  • Mudzielwana, N. P. (2014). The role of parents in developing reading skills of their children in the Foundation Phase. Journal of Social Sciences, 41(2), 253-264.
  • National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading andits implications for reading instruction. Bethesda, MD: NationalInstitute of Child Health and Human Development.
  • Napoli, A. R., Korucu, I., Lin, J., Schmitt, S. A., & Purpura, D. J. (2021). Characteristics related to parent-child literacy and numeracy practices in preschool. Frontiers in Education, 6, 1-9.
  • Neumann, M. M., Hood, M., & Ford, R. M. (2013). Using environmental print toenhance emergent literacy and print motivation. Reading and Writing, 26(5), 771-793.
  • Okuyay Platformu. (2019). Türkiye okuma kültürü araştırması 2019. Türkiye Yayıncılar Birliği. okuyayplatformu.com/wp-content/uploads/2020/02/okuma-kulturu-arastirmasi.pdf adresinden erişilmiştir.
  • Padak, N., & Rasinski, T. (2007). Family involvement: Is being wild about Harry enough? Encouraging independent reading at home. The Reading Teacher, 61(4), 350-353.
  • Petrill, A. S., Deater-Deckard, K., Schatschneider, C., & Davis, C. (2005) Measured environmental influences on early reading: Evidence from an adoption study. Scientific Studies of Reading, 9(3), 237-259.
  • Rimm-Kaufman, S. E., & Pianta,R. C. (2000). An ecological perspective on the transition to kindergarten:A theoretical framework to guide empirical research. Journal of Applied Developmental Psychology, 21, 491-511.
  • Saban, A. ve Ersoy, A. (2019). Eğitimde nitel araştırma desenleri. Ankara: Anı Yayıncılık.
  • Sak, R., Şahin-Sak, İ. T., Atli, S. ve Şahin, B. K. (2015). Okul öncesi dönem: Anne baba tutumları, Mersin Üniversitesi Eğitim Fakültesi Dergisi, 11(3), 972-991.
  • Sénéchal, M., & Young, L. (2008). The effect of family literacy interventions on children’s acquisition of reading from kindergarten to grade 3: A meta-analytic review. Review of Educational Research, 78(4), 880-907.
  • Snell, E. K., Hindman, A. H., & Wasik, B. A. (2015). How can book reading close the word gap? Five key practices from research. The Reading Teacher, 68(7), 560-571.
  • Şirin, S. (2019). Yetişin çocuklar. İstanbul: Doğan Kitap.
  • Sperling, A. R., & Head, M. D, (2002). Reading attitudes and literacy skills in prekindergarten and kindergarten children. Early Childhood Education Journal, 29(4), 233-236.
  • Tetik, G. ve Işıkoğlu Erdoğan, N. (2017). Diyaloğa dayalı okumanın 48-60 aylık çocukların dil gelişimine etkisi. Kastamonu Eğitim Dergisi, 25(2), 1-16.
  • Tracey, D. H., & Morrow, L. M. (2012). Lenses on reading: An introduction to theories and models. New York, NY: Guilford.
  • Umucu Alpoğuz, D. (2014). Algılanan ana-baba tutumlarının ilköğretim öğrencilerinin okumaya yönelik tutumlarına ve Türkçe dersi akademik başarılarına etkisi (Yayımlanmamış Yüksek Lisans Tezi). Kırşehir Ahi Evran Üniversitesi Sosyal Bilimler Enstitüsü, Kırşehir.
  • van der Sande, L., van Steensel, R., & Fikrat-Wevers, S. (2023) Effectiveness of interventions that foster reading motivation: A meta-analysis. Educational Psychology Review, 35(21), 1-38.
  • van Steensel, R., McElvany, N., Kurvers, J., & Herppich, S. (2011). How effective are family literacy programs? Results of a meta-analysis. Review of Educational Research, 81, 69-96.
  • Vasylenko, V.O. (2017). The parents’ role in helping children to develop reading skills. EETP, 12(46),71-80.
  • Vygotsky, L. S. (1967). Play and its role in the mental development of the child. Soviet Psychology, 5(3), 6-18.
  • Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. M. Cole, V. John-Steiner, S. Scribner, & E. Souberman (Eds). Cambridge, MA: Harvard College Press.
  • Weigel, D. J., Martin, S. S., & Bennett, K. K. (2006). Contributions of the home lit- eracy environment to preschool-aged children’s emerging literacy and language skills. Early Child Development and Care, 176(3-4), 357-378.
  • Whitehurst, G. J., & Lonigan, C. J. (1998). Child development and emergent literacy. Child Development, 69, 848-872.
  • Worthington, M., & van Oers, B. (2017). Children’s social literacies: Meaning making and the emergence of graphical signs and texts in pretense. Journal of Early Childhood Literacy, 17(2), 147-175.
  • Yang, J., Lawrence, J. F., & Grøver, V. (2023). Parental expectations and home literacy environment: A questionnaire study of Chinese-Norwegian dual language learners. Journal of Research in Childhood Education, 37(1), 159-173.
  • Yeo, L. S., Ong, W. W., & Ng, C. M. (2014). The home literacy environment and preschool children's reading skills and interest. Early Education and Development, 25, 791-814.
  • Yıldız, M. (2013). Okuma motivasyonu, akıcı okuma ve okuduğunu anlamanın beşinci sınıf öğrencilerinin akademik başarılarındaki rolü. Turkish Studies, 8(4), 1461-1478.
  • Yıldız, M. ve Aydoğmuş, M. (2021). Türkiye’de okuma güçlüğünü gidermeye odaklanan ilkokul düzeyindeki araştırmaların incelenmesi: 2000-2020 dönemi. Ana Dili Eğitimi Dergisi, 9(4), 1188-1225.
  • Yıldız-Bıçakçı, M., Er, S. ve Aral, N. (2017). Annelerin çocuklarına etkileşimli kitap okuma sürecine ilişkin görüşleri. Eğitim ve Bilim, 42(191), 53-68.
  • Yildiz, M., Yildirim, K., Ates, S., & Rasinski, T. (2012). Perceptions of Turkish parents with children identified as dyslexic about the problems that they and their children experience. Reading Psychology, 33(5), 399-422.
  • Yin, R. K. (2014). Case study methods: design and methods. Thousand Oaks: Sage.
  • Yurtbakan, E. (2020). Etkileşimli okuma: Bir içerik analizi. Ana Dili Eğitimi Dergisi, 8(1), 135-156.
  • Zevenbergen, A., A., Worth, S., Dretto, D., & Travers, K. (2018) Parents’ experiences in a home-based dialogic reading programme, Early Child Development and Care, 188(6), 862-874,
There are 88 citations in total.

Details

Primary Language Turkish
Subjects Turkish Education
Journal Section Articles
Authors

Hayriye Gül Kuruyer 0000-0001-9017-8432

Pınar Kanık Uysal 0000-0003-1208-9535

Publication Date April 30, 2024
Submission Date February 28, 2024
Acceptance Date April 28, 2024
Published in Issue Year 2024 Volume: 12 Issue: 2

Cite

APA Kuruyer, H. G., & Kanık Uysal, P. (2024). Okuma Becerilerinin Ev Ortamında Desteklenmesi: Biricik Ailem Benimle Birlikte Okur musun? Ana Dili Eğitimi Dergisi, 12(2), 485-514. https://doi.org/10.16916/aded.1444651

88x31.png

Attribution-NonCommercial 4.0 International