Okul Öncesi Dönem Çocuklarının Hikâye Anlama ile Zihin Kuramı Becerileri Arasındaki İlişkinin İncelenmesi

Burcu Sarı; Dilek Altun

doi:10.16916/aded.441307

Research Article

Okul Öncesi Dönem Çocuklarının Hikâye Anlama ile Zihin Kuramı Becerileri Arasındaki İlişkinin İncelenmesi

Year 2018, , 945 - 960, 28.10.2018

Burcu Sarı , Dilek Altun

https://doi.org/10.16916/aded.441307

Cited By: 10

Abstract

Bu araştırmanın amacı okul öncesi
dönem çocuklarının hikâye anlama ile Zihin Kuramı becerileri arasındaki
ilişkiyi araştırmaktır. Araştırma ilişkisel tarama modelinde yürütülmüştür.
Araştırmanın çalışma grubunu, 2017-2018 eğitim öğretim yılı güz döneminde
Kırşehir il merkezinde bulunan Milli Eğitim Bakanlığına
bağlı dört bağımsız anaokulunda eğitimine devam eden 133 (67 kız, 66
erkek) çocuk oluşturmaktadır. Araştırmanın verileri Zihin Kuramı Ölçeği ve Hikâye
Anlama Soruları kullanılarak toplanmıştır. Çalışma kapsamında Frederick ve Ağustos Böceği ile Karınca hikâyeleri çocuklara okunmuştur. Araştırma
bulguları, hikâye anlama toplam puanları ile Zihin Kuramı Ölçeği toplam
puanları arasında pozitif yönlü orta düzeyde bir ilişki (r=.46) olduğunu
göstermiştir. Zihin Kuramı Ölçeği’nin alt boyutları ile Hikâye anlama toplam puanları
arasındaki ilişki incelendiğinde, İçerik
Yanlış İnanış alt boyutu en yüksek korelasyon katsayısına (r=.43) sahipken,
Farklı İstek alt boyutu en düşük
korelasyon katsayısına (r=.16) sahip olduğu bulunmuştur. Ayrıca, çocukların hikâye anlama ve Zihin Kuramı puanları
arasında cinsiyet değişkeni açısından kızların lehine anlamlı bir fark
bulunmuştur. Çalışma bulguları ilgili alanyazın ışığında tartışılmıştır.

Keywords

Zihin Kuramı, Okul Öncesi eğitim, Hikâye Anlama, Hikâye kitapları

References

Adrian, J. E., Clemente, R. A., Villanueva, L., & Rieffe, C. (2005). Parent–child picture-book reading, mothers' mental state language and children's theory of mind. Journal of Child Language, 32(3), 673-686.
Altun, D. (2018). The efficacy of multimedia stories in preschoolers’ explicit and implicit story comprehension. Early Childhood Education Journal, 46(6), 629-642. doi:10.1007/s10643-018-0916-8
Astington, J. W. (1990). Narrative and the child's theory of mind. In B. Britton & A. Pellegrini (Eds.), Narrative thought and narrative language (ss. 151-171). Hillsdale, NJ: Erlbaum.
Astington, J. W., & Jenkins, J. M. (1999). A longitudinal study of the relation between language and theory of mind development. Developmental Psychology, 35, 1311-1320.
Atkinson, L., Slade, L., Powell, D., & Levy, J. P. (2017). Theory of mind in emerging reading comprehension: A longitudinal study of early indirect and direct effects. Journal of Experimental Child Psychology, 164, 225-238.
Banerjee, M. (1997). Hidden emotions: Preschoolers' knowledge of appearance-reality and emotion display rules. Social Cognition, 15(2), 107-132. doi:10.1521/soco.1997.15.2.107
Başal, H. A. (2012). Gelişim ve psikoloji: Nasıl mutlu ve başarılı bir çocuk yetiştirebilirim? Bursa: Ekin Basım Yayın Dağıtım.
Calero, C. I., Salles, A., Semelman, M., & Sigman, M. (2013). Age and gender dependent development of Theory of Mind in 6- to 8-years old children. Frontiers in Human Neuroscience, 7, 281. doi:10.3389/fnhum.2013.00281
Charman, T., & Shmueli-Goetz, Y. (1998). The relationship between theory of mind, language and narrative discourse: an experimental study. Current Psychology of Cognition, 17(2), 245-271.
Charman, T., Baron-Cohen, S., Swettenham, J., Baird, G., Cox, A., & Drew, A. (2000). Testing joint attention, imitation, and play as infancy precursors to language and theory of mind. Cognitive Development, 15(4), 481-498.
Charman, T., Ruffman, T., & Clements, W. (2002). Is there a gender difference in false belief development?. Social Development, 11(1), 1-10.
Demir-Lira, Ö. E. (2016). Okulöncesi dönemde ve okul çağında okuma yazma ve matematik gelişimi. Aklın çocuk hali: Zihin gelişimi araştırmaları (Der. Aydın, Ç., Aydin, C., Göksun, T., Goksun, T., Kuntay, A. C., Tahiroğlu, D., & Tahiroglu, D.). ( ss. 319-342). İstanbul: Koç Üniversitesi Yayınları.
Duff, F. J., Reen, G., Plunkett, K., & Nation, K. (2015). Do infant vocabulary skills predict school‐age language and literacy outcomes?. Journal of Child Psychology and Psychiatry, 56(8), 848-856.
Duncan, G. J., Dowsett, C. J., Claessens, A., Magnuson, K., Huston, A. C., Klebanov, P., ... & Sexton, H. (2007). School readiness and later achievement. Developmental Psychology, 43(6), 1428. doi: 10.1037/0012-1649.43.6.1428
Dyer, J. R., Shatz, M., & Wellman, H. M. (2000). Young children's storybooks as a source of mental state information. Cognitive Development, 15 (1), 17-37 doi:10.1016/S0885-2014(00)00017-4
Fernández, C. (2013). Mindful storytellers: Emerging pragmatics and theory of mind development. First Language, 33(1), 20-46. doi: 10.1177/0142723711422633
Fey, M. E., Catts, H. W., Proctor-Williams, K., Tomblin, J. B., & Zhang, X. (2004). Oral and written story composition skills of children with language impairment. Journal of Speech, Language, and Hearing Research, 47(6), 1301-1318.
Field, A. (2009). Discovering statistics using SPSS. London: SAGE.
Fivush, R., Brotman, M. A., Buckner, J. P., & Goodman, S. H. (2000). Gender differences in parent–child emotion narratives. Sex Roles, 42(3-4), 233-253.
Flavell, J. H. (2000). Development of children's knowledge about the mental world. International Journal of Behavioral Development, 24(1), 15-23. doi: 10.1080/016502500383421
Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education. New York: McGraw-Hill.
Gamannossi, B. A., & Pinto, G. (2014). Theory of mind and language of mind in narratives: Developmental trends from kindergarten to primary school. First Language, 34(3), 262-272.
Gardner‐Neblett, N., & Sideris, J. (2017). Different tales: The role of gender in the oral narrative–reading link among African American children. Child Development, 89(4), 1328-1342. doi: 10.1111/cdev.12803.
Gözün- Kahraman, Ö. (2012). Zihin kuramına dayalı eğitim programının 48-60 aylık çocukların bilişsel bakış açısı becerileri ve prososyal davranışları üzerindeki etkisinin incelenmesi. Yayımlanmamış Doktora Tezi. Gazi Üniversitesi, Eğitim Bilimleri Enstitüsü, Ankara.
Grazzani, I., Ornaghi, V., Conte, E., Pepe, A., & Caprin, C. (2018). The Relation between Emotion Understanding and Theory of Mind in Children Aged 3 to 8: The Key Role of Language. Frontiers in Psychology, 9:724. doi: 10.3389/fpsyg.2018.00724
Guajardo, N. R., & Watson, A. C. (2002). Narrative discourse and theory of mind development. The Journal of Genetic Psychology, 163(3), 305-325.
Karaağaç, G. (2010). Türkçenin ses bilgisi. İstanbul: Bayrak Matbaacılık.
Keçeli-Kaysılı, B., & Acarlar, F. (2011). Zihin Kuramının 3-5 yaşları arasındaki çocuklarda gelişiminin yanlış inanç performansına göre incelenmesi. Kuram ve Uygulamada Eğitim Bilimleri, 11(4), 1809-1826.
Leaper, C., Anderson, K. J., & Sanders, P. (1998). Moderators of gender effects on parents' talk to their children: a meta-analysis. Developmental Psychology, 34(1), 3.
Lynch, J. S., van Den Broek, P., Kremer, K. E., Kendeou, P., White, M. J., & Lorch, E. P. (2008). The development of narrative comprehension and its relation to other early reading skills. Reading Psychology, 29(4), 327-365.
Mar, R. A., Tackett, J. L., & Moore, C. (2010). Exposure to media and theory-of-mind development in preschoolers. Cognitive Development, 25(1), 69-78.
Milligan, K., Astington, J. W., & Dack, L. A. (2007). Language and Theory of Mind: meta‐analysis of the relation between language ability and false‐belief understanding. Child Development, 78(2), 622-646. doi: 10.1111/j.1467-8624.2007.01018.x
Minai, U., Gustafson, K., Fiorentino, R., Jongman, A., & Sereno, J. (2017). Fetal rhythm-based language discrimination: A biomagnetometry study. NeuroReport, 28 (10), 561-564. doi: 10.1097/WNR.0000000000000794
Morrow, L. M. (1985). Retelling stories: A strategy for improving young children's comprehension, concept of story structure, and oral language complexity. The Elementary School Journal, 85, 646-661
Paris, A. H., & Paris, S. G. (2003). Assessing narrative comprehension in young children. Reading Research Quarterly, 38(1), 36-76.
Pelletier, J., & Astington, J. W. (2004). Action, consciousness and Theory of Mind: Children's ability to coordinate story characters' actions and thoughts. Early Education and Development, 15(1), 5-22 doi:10.1207/s15566935eed1501_1
Pelletier, J., & Beatty, R. (2015). Children’s understanding of Aesop’s fables: relations to reading comprehension and theory of mind. Frontiers in Psychology, 6, 1448.
Peskin, J., & Astington, J. W. (2004). The effects of adding metacognitive language to story texts. Cognitive Development, 19(2), 253-273.
Ruffman, T., Slade, L., & Crowe, E. (2002). The relation between children's and mothers’ mental state language and theory‐of‐mind understanding. Child Development, 73(3), 734-751.
Ruffman, T., Slade, L., Rowlandson, K., Rumsey, C., & Garnham, A. (2003). How language relates to belief, desire, and emotion understanding. Cognitive Development, 18(2), 139-158 doi:10.1016/S0885-2014(03)00002-9
Sakai, K. L. (2005). Language acquisition and brain development. Science, 310(5749), 815-819.
Sarı, B. (2018). Elektronik Hikâye Kitaplarının Farklı Sosyo-Ekonomik Düzeyden Gelen 4-6 Yaş Çocukların Anlamlı Kelime Edinimleri Üzerine Etkisi. Yayımlanmamış Doktora Tezi, Bursa: Uludağ Üniversitesi, Eğitim Bilimleri Enstitüsü.
Sipe, L. R. (2008). Storytime: Young children’s literary understanding in the classroom. New York: Teachers College Press.
Stein, N. L. (1978). How children understand stories: A developmental analysis. Center for the Study of Reading Technical Report. 22 Ocak 2017 tarihinde https://www.ideals.illinois.edu/ bitstream/ handle/ 2142/17672/ctrstreadtechrepv01978i00069_opt.pdf?sequence adresinden alınmıştır.
Su, M., Peyre, H., Song, S., McBride, C., Tardif, T., Li, H., ... & Shu, H. (2017). The influence of early linguistic skills and family factors on literacy acquisition in Chinese children: Follow-up from age 3 to age 11. Learning and Instruction, 49, 54-63.
Suggate, S., Schaughency, E., McAnally, H., & Reese, E. (2018). From infancy to adolescence: The longitudinal links between vocabulary, early literacy skills, oral narrative, and reading comprehension. Cognitive Development, 47, 82-95.
Sulzby, E. (1985). Children's emergent reading of favorite storybooks: A developmental study. Reading Research Quarterly, 458-481.
Walker, S. (2005). Gender differences in the relationship between young children's peer-related social competence and individual differences in theory of mind. The Journal of genetic psychology, 166(3), 297-312.
Wellman, H. M. (2014). Making minds: How Theory of Mind develops. Oxford: Oxford University Press.
Wellman, H. M., & Liu, D. (2004). Scaling of Theory‐of‐Mind tasks. Child Development, 75(2), 523-541 doi: 10.1111/j.1467-8624.2004.00691.x
Yılmaz, Z. A. (2009). Uygulama örnekleriyle ilk okuma-yazma öğretimi. Ankara: Nobel Yayın Dağıtım.

An Examination of the Relationship between Preschoolers’ Story Comprehension and Theory of Mind Skills

Year 2018, , 945 - 960, 28.10.2018

Burcu Sarı , Dilek Altun

https://doi.org/10.16916/aded.441307

Cited By: 10

Abstract

This
study aims to reveal the relationship between preschool children’s story
comprehension and Theory of Mind skills. The study was conducted, using the correlational
survey model. The study group consists of 133 (67 girls and 66 boys) children,
selected through the convenience sampling method, studying at four public
kindergarten that are located in the central district of Kirsehir province of
Turkey in the Fall semester of the 2017-2018 academic year. The study data were
collected, using the Theory of Mind Scale
and Story Comprehension Questions.
Two illustrated storybooks titled Frederick
and Ağustos Böceği ile Karınca [The Ant and the Grasshopper] were read
to the children during the study. According to the findings, a moderate positive
correlation was found between story comprehension and Theory of Mind (r = 46).
The highest correlation between the subtasks of the Theory of Mind and story
comprehension was in the Content False Belief
task (r = 43), while the lowest correlation was in the Diverse Desires task (r = 16). Additionally, a significant
difference was found in favor of the girls between story comprehension and
Theory of Mind in terms of gender. The study findings are discussed in the light
of the relevant literature.

Keywords

Preschool education, Theory of Mind, Story Comprehension, Storybooks

References

Adrian, J. E., Clemente, R. A., Villanueva, L., & Rieffe, C. (2005). Parent–child picture-book reading, mothers' mental state language and children's theory of mind. Journal of Child Language, 32(3), 673-686.
Altun, D. (2018). The efficacy of multimedia stories in preschoolers’ explicit and implicit story comprehension. Early Childhood Education Journal, 46(6), 629-642. doi:10.1007/s10643-018-0916-8
Astington, J. W. (1990). Narrative and the child's theory of mind. In B. Britton & A. Pellegrini (Eds.), Narrative thought and narrative language (ss. 151-171). Hillsdale, NJ: Erlbaum.
Astington, J. W., & Jenkins, J. M. (1999). A longitudinal study of the relation between language and theory of mind development. Developmental Psychology, 35, 1311-1320.
Atkinson, L., Slade, L., Powell, D., & Levy, J. P. (2017). Theory of mind in emerging reading comprehension: A longitudinal study of early indirect and direct effects. Journal of Experimental Child Psychology, 164, 225-238.
Banerjee, M. (1997). Hidden emotions: Preschoolers' knowledge of appearance-reality and emotion display rules. Social Cognition, 15(2), 107-132. doi:10.1521/soco.1997.15.2.107
Başal, H. A. (2012). Gelişim ve psikoloji: Nasıl mutlu ve başarılı bir çocuk yetiştirebilirim? Bursa: Ekin Basım Yayın Dağıtım.
Calero, C. I., Salles, A., Semelman, M., & Sigman, M. (2013). Age and gender dependent development of Theory of Mind in 6- to 8-years old children. Frontiers in Human Neuroscience, 7, 281. doi:10.3389/fnhum.2013.00281
Charman, T., & Shmueli-Goetz, Y. (1998). The relationship between theory of mind, language and narrative discourse: an experimental study. Current Psychology of Cognition, 17(2), 245-271.
Charman, T., Baron-Cohen, S., Swettenham, J., Baird, G., Cox, A., & Drew, A. (2000). Testing joint attention, imitation, and play as infancy precursors to language and theory of mind. Cognitive Development, 15(4), 481-498.
Charman, T., Ruffman, T., & Clements, W. (2002). Is there a gender difference in false belief development?. Social Development, 11(1), 1-10.
Demir-Lira, Ö. E. (2016). Okulöncesi dönemde ve okul çağında okuma yazma ve matematik gelişimi. Aklın çocuk hali: Zihin gelişimi araştırmaları (Der. Aydın, Ç., Aydin, C., Göksun, T., Goksun, T., Kuntay, A. C., Tahiroğlu, D., & Tahiroglu, D.). ( ss. 319-342). İstanbul: Koç Üniversitesi Yayınları.
Duff, F. J., Reen, G., Plunkett, K., & Nation, K. (2015). Do infant vocabulary skills predict school‐age language and literacy outcomes?. Journal of Child Psychology and Psychiatry, 56(8), 848-856.
Duncan, G. J., Dowsett, C. J., Claessens, A., Magnuson, K., Huston, A. C., Klebanov, P., ... & Sexton, H. (2007). School readiness and later achievement. Developmental Psychology, 43(6), 1428. doi: 10.1037/0012-1649.43.6.1428
Dyer, J. R., Shatz, M., & Wellman, H. M. (2000). Young children's storybooks as a source of mental state information. Cognitive Development, 15 (1), 17-37 doi:10.1016/S0885-2014(00)00017-4
Fernández, C. (2013). Mindful storytellers: Emerging pragmatics and theory of mind development. First Language, 33(1), 20-46. doi: 10.1177/0142723711422633
Fey, M. E., Catts, H. W., Proctor-Williams, K., Tomblin, J. B., & Zhang, X. (2004). Oral and written story composition skills of children with language impairment. Journal of Speech, Language, and Hearing Research, 47(6), 1301-1318.
Field, A. (2009). Discovering statistics using SPSS. London: SAGE.
Fivush, R., Brotman, M. A., Buckner, J. P., & Goodman, S. H. (2000). Gender differences in parent–child emotion narratives. Sex Roles, 42(3-4), 233-253.
Flavell, J. H. (2000). Development of children's knowledge about the mental world. International Journal of Behavioral Development, 24(1), 15-23. doi: 10.1080/016502500383421
Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education. New York: McGraw-Hill.
Gamannossi, B. A., & Pinto, G. (2014). Theory of mind and language of mind in narratives: Developmental trends from kindergarten to primary school. First Language, 34(3), 262-272.
Gardner‐Neblett, N., & Sideris, J. (2017). Different tales: The role of gender in the oral narrative–reading link among African American children. Child Development, 89(4), 1328-1342. doi: 10.1111/cdev.12803.
Gözün- Kahraman, Ö. (2012). Zihin kuramına dayalı eğitim programının 48-60 aylık çocukların bilişsel bakış açısı becerileri ve prososyal davranışları üzerindeki etkisinin incelenmesi. Yayımlanmamış Doktora Tezi. Gazi Üniversitesi, Eğitim Bilimleri Enstitüsü, Ankara.
Grazzani, I., Ornaghi, V., Conte, E., Pepe, A., & Caprin, C. (2018). The Relation between Emotion Understanding and Theory of Mind in Children Aged 3 to 8: The Key Role of Language. Frontiers in Psychology, 9:724. doi: 10.3389/fpsyg.2018.00724
Guajardo, N. R., & Watson, A. C. (2002). Narrative discourse and theory of mind development. The Journal of Genetic Psychology, 163(3), 305-325.
Karaağaç, G. (2010). Türkçenin ses bilgisi. İstanbul: Bayrak Matbaacılık.
Keçeli-Kaysılı, B., & Acarlar, F. (2011). Zihin Kuramının 3-5 yaşları arasındaki çocuklarda gelişiminin yanlış inanç performansına göre incelenmesi. Kuram ve Uygulamada Eğitim Bilimleri, 11(4), 1809-1826.
Leaper, C., Anderson, K. J., & Sanders, P. (1998). Moderators of gender effects on parents' talk to their children: a meta-analysis. Developmental Psychology, 34(1), 3.
Lynch, J. S., van Den Broek, P., Kremer, K. E., Kendeou, P., White, M. J., & Lorch, E. P. (2008). The development of narrative comprehension and its relation to other early reading skills. Reading Psychology, 29(4), 327-365.
Mar, R. A., Tackett, J. L., & Moore, C. (2010). Exposure to media and theory-of-mind development in preschoolers. Cognitive Development, 25(1), 69-78.
Milligan, K., Astington, J. W., & Dack, L. A. (2007). Language and Theory of Mind: meta‐analysis of the relation between language ability and false‐belief understanding. Child Development, 78(2), 622-646. doi: 10.1111/j.1467-8624.2007.01018.x
Minai, U., Gustafson, K., Fiorentino, R., Jongman, A., & Sereno, J. (2017). Fetal rhythm-based language discrimination: A biomagnetometry study. NeuroReport, 28 (10), 561-564. doi: 10.1097/WNR.0000000000000794
Morrow, L. M. (1985). Retelling stories: A strategy for improving young children's comprehension, concept of story structure, and oral language complexity. The Elementary School Journal, 85, 646-661
Paris, A. H., & Paris, S. G. (2003). Assessing narrative comprehension in young children. Reading Research Quarterly, 38(1), 36-76.
Pelletier, J., & Astington, J. W. (2004). Action, consciousness and Theory of Mind: Children's ability to coordinate story characters' actions and thoughts. Early Education and Development, 15(1), 5-22 doi:10.1207/s15566935eed1501_1
Pelletier, J., & Beatty, R. (2015). Children’s understanding of Aesop’s fables: relations to reading comprehension and theory of mind. Frontiers in Psychology, 6, 1448.
Peskin, J., & Astington, J. W. (2004). The effects of adding metacognitive language to story texts. Cognitive Development, 19(2), 253-273.
Ruffman, T., Slade, L., & Crowe, E. (2002). The relation between children's and mothers’ mental state language and theory‐of‐mind understanding. Child Development, 73(3), 734-751.
Ruffman, T., Slade, L., Rowlandson, K., Rumsey, C., & Garnham, A. (2003). How language relates to belief, desire, and emotion understanding. Cognitive Development, 18(2), 139-158 doi:10.1016/S0885-2014(03)00002-9
Sakai, K. L. (2005). Language acquisition and brain development. Science, 310(5749), 815-819.
Sarı, B. (2018). Elektronik Hikâye Kitaplarının Farklı Sosyo-Ekonomik Düzeyden Gelen 4-6 Yaş Çocukların Anlamlı Kelime Edinimleri Üzerine Etkisi. Yayımlanmamış Doktora Tezi, Bursa: Uludağ Üniversitesi, Eğitim Bilimleri Enstitüsü.
Sipe, L. R. (2008). Storytime: Young children’s literary understanding in the classroom. New York: Teachers College Press.
Stein, N. L. (1978). How children understand stories: A developmental analysis. Center for the Study of Reading Technical Report. 22 Ocak 2017 tarihinde https://www.ideals.illinois.edu/ bitstream/ handle/ 2142/17672/ctrstreadtechrepv01978i00069_opt.pdf?sequence adresinden alınmıştır.
Su, M., Peyre, H., Song, S., McBride, C., Tardif, T., Li, H., ... & Shu, H. (2017). The influence of early linguistic skills and family factors on literacy acquisition in Chinese children: Follow-up from age 3 to age 11. Learning and Instruction, 49, 54-63.
Suggate, S., Schaughency, E., McAnally, H., & Reese, E. (2018). From infancy to adolescence: The longitudinal links between vocabulary, early literacy skills, oral narrative, and reading comprehension. Cognitive Development, 47, 82-95.
Sulzby, E. (1985). Children's emergent reading of favorite storybooks: A developmental study. Reading Research Quarterly, 458-481.
Walker, S. (2005). Gender differences in the relationship between young children's peer-related social competence and individual differences in theory of mind. The Journal of genetic psychology, 166(3), 297-312.
Wellman, H. M. (2014). Making minds: How Theory of Mind develops. Oxford: Oxford University Press.
Wellman, H. M., & Liu, D. (2004). Scaling of Theory‐of‐Mind tasks. Child Development, 75(2), 523-541 doi: 10.1111/j.1467-8624.2004.00691.x
Yılmaz, Z. A. (2009). Uygulama örnekleriyle ilk okuma-yazma öğretimi. Ankara: Nobel Yayın Dağıtım.

There are 51 citations in total.

Details

Primary Language	Turkish
Journal Section	Articles
Authors	Burcu Sarı 0000-0002-2872-8613 Dilek Altun 0000-0002-9973-0585
Publication Date	October 28, 2018
Published in Issue	Year 2018

Cite

APA	Sarı, B., & Altun, D. (2018). Okul Öncesi Dönem Çocuklarının Hikâye Anlama ile Zihin Kuramı Becerileri Arasındaki İlişkinin İncelenmesi. Ana Dili Eğitimi Dergisi, 6(4), 945-960. https://doi.org/10.16916/aded.441307