Research Article
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A Narrative Inquiry on Individuals Lacking a Reading-Culture

Year 2021, Volume 9, Issue 2, 603 - 621, 27.04.2021
https://doi.org/10.16916/aded.859734

Abstract

The question “what are the experiences of children with varying socio-economic status as regards to reading?” constitutes the basic question of this study. Accordingly, three male students in total chosen among three different socio-economic classes were interviewed in depth in order to demonstrate any social issues underlying the problems encountered in reading. The narrative inquiry was chosen as the method of study. We have tried to demonstrate personal experiences and viewpoints of 3 interviewees of the study as regards to reading as well as how they approached the problems thereto. It was observed that there were common grounds as well as varying themes in the stories of these students coming from three different socio-economic classes. It was also understood that social classes play critical roles in formation of such similar and varying points. Accordingly, it is possible to recommend conducting elaborate studies for such social classes.

References

  • Aikens, N. L., ve Barbarin, O. (2008). Socioeconomic differences in reading trajectories: The contribution of family, neighborhood, and school contexts. Journal of Educational Psychology, 100(2), 235–251.
  • Ailakhu, U.V, Unegbu, V.E. (2017). Librarians’ promotion of reading culture and student’s responsiveness in selected secondary schools in Lagos State, Nigeria. Ebonyi Journal of Library and Information Science, 4(1), 30-42.
  • Aksaçlıoğlu A. Yılmaz B. (2007). Öğrencilerin televizyon izlemeleri ve bilgisayar kullanmalarının okuma alışkanlıkları üzerine etkisi. Türk Kütüphaneciliği, 21(1), 3-28.
  • Barkhuizen, G., Benson, P., ve Chik, A. (2014). Narrative inquiry in language teaching and learning research. New York: Taylor & Francis.
  • Bradley, R.H., Corwyn, R.F. (2002). Socioeconomic status and child development. Annual Review of Psychology, 53, 371–399.
  • Clark, C., Torsi, S., Strong, J. (2005). Young people and reading. A school study conducted by the national literacy trust for the reading champions initiative. London: National Literacy Trust.
  • Creswell, J. W. (2013). Araştırma deseni: nitel, nicel ve karma yöntem yaklaşımları (S. B. Demir, Çev. Ed.). İstanbul: Eğiten Kitap.
  • Crump, S. L. (2018). A narrative inquiry into experiences of teaching reading (Unpublished doctoral dissertation). Faculty of the University of Missouri-Kansas City, Kansas City, Missouri.
  • Daniels, E., Steres, M. (2011). Examining the effects of a school-wide reading culture on the engagement of middle school students. RMLE Online, 35(2), 1–13.
  • Duke, Nell, K. (2000). For the rich it's richer: Print experiences and environments offered to children in very low- and very high-socioeconomic status first-grade classrooms. American Educational Research Journal Summer, 37(2), 441-478.
  • Fendrick, H. (1998). Gender differences in attitude toward reading in a sample of the Jewish community (Unpublished master dissertation). Kean University, New Jersey.
  • Flouri, E., Buchanan, A. (2004). Early father’s and mother’s involvement and child’s later educational outcomes. British Journal of Educational Psychology, 74, 141–153.
  • Fluss, J., Ziegler, J. C., Warszawski, J., Ducot, B., Richard, G., Billard, C. (2009). Poor reading in French elementary school: The interplay of cognitive, behavioral, and socioeconomic factors. Journal of Developmental and Behavioral Pediatrics, 30(3), 206–216.
  • Freebody, P. (2006). Social class and reading. Discourse: Studies in the Cultural Politics of Education, 12(2), 68-84.
  • Gao, Y., Li, Y., Li, W. (2002). EFL learning and self-identity construction: Three cases of Chinese college English majors. Asian Journal of English Language Teaching, 12, 95-119.
  • Goldman, R. (2005). Fathers’ involvement in their children’s education. London: National Family and Parenting Institute.
  • Hayashi, P., Abib, G., Hoppen, N. (2019). Validity in qualitative research: A processual approach. The Qualitative Report, 24(1), 98-112.
  • Huber J., Caine, V., Huber, M., Steeves P. (2016). Narrative inquiry as pedagogy in education: the extraordinary potential of living, telling, retelling, and reliving stories of experience. Review of Research in Education, 37(1), 212-242.
  • Johari, A., Alfred Tom, A., Morni, A., Sahari, S. H. (2013). Students’ reading practices and environments. Indonesian Journal of Applied Linguistics, 3(1), 17-28.
  • Kamalova, L. A., Koletvinova, N. D. (2016). The problem of reading and reading culture improvement of students-bachelors of elementary education in modern high institution. International Journal of Environmental and Science Education, 11(4), 473-484.
  • Kari, J. (2018). The effect of parent involvement and student reading abilities (Unpublished master dissertation). Minnesota State University, Minnesota.
  • Katz, H., Sokal, L. (2003). Masculine’ literacy: One size does not fit all. Reading Manitoba, 24(1), 4-8.
  • Kim, J. (2016). Understanding narrative inquiry: The crafting and analysis of stories as research. Los Angeles, CA: Sage.
  • Kuruyer, H.G. (2014). Zenginleştirilmiş okuma programının okuma güçlüğü olan öğrencilerin bilişsel süreç ve nöral yapılarına etkisi (Yayımlanmamış doktora tezi). Gazi Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.
  • Loh, C. E., Ellis, M., Paculdar, A. A., Wan, Z. H. (2017). Building a successful reading culture through the school library: A case study of a Singapore secondary school. IFLA Journal, 43(4), 335–347.
  • Loh, C.E., Sun, B. (2019). Cultural capital, habitus and reading futures: middle-class adolescent students’ cultivation of reading dispositions in Singapore. British Journal of Sociology of Education, 41(2), 234-252.
  • Lynch, J. (2002). Parents' self-efficacy beliefs, parents' gender, children's reader self-perceptions, reading achievement and gender. Journal of Research in Reading, 25(1), 54-67.
  • McKenna, E. (1997). Gender differences in reading attitudes (Unpublished master’s thesis). Kean College of New Jersey, New Jersey.
  • Menard-Warwick, J. (2004). “I always had the desire to progress a little”: Gendered narratives of immigrant language learners. Journal of Language, Identity, and Education, 3(4), 295–311.
  • Merga, M. K., Mason S. (2020). Parental support of reading at home in Australia and Japan: Benefits, barriers and culture. B. Marshall, J. Manuel, D.L. Pasternak, J. Rowsell (Ed.), In the bloomsbury handbook of reading perspectives and practices (pp. 131–144). London: Bloomsbury Publishing.
  • Merga, M. K., Mason, S. (2019). Building a school reading culture: Teacher librarians’ perceptions of enabling and constraining factors. Australian Journal of Education, 1-17.
  • Millard, E. (1997). Differently literate: The schooling of boys and girls. London: Falmer Press.
  • Morgan, A., Nutbrown, C., Hannon, P. (2009). Fathers’ involvement in young children’s literacy development: implications for family literacy programmes, British Educational Research Journal, 35(2), 167–185.
  • Mullan, K. (2010). Families that read: A time diary analysis of young people's and parents' reading. Journal of Research in Reading, 33(4), 414–430.
  • Nalipay, M.J.N., Cai, Y., King, R.B. (2020). Why do girls do better in reading than boys? How parental emotional contagion explains gender differences in reading achievement. Psychology in the Schools. 57(2), 310-319.
  • Nyam, S.S. (2015). The school library and promotion of reading culture. Delta Library Journal, 9(1-2), 4-45.
  • Polkinghorne, D.E. (1995). Narrative configuration in qualitative analysis. Qualitative Studies in Education, 8(1), 5–23.
  • Saban, A. ve Sarıçelik, S. (2018). İçedönük bir çocuğu anlamak: Bir anlatı araştırması. Eğitimde Nitel Araştırmalar Dergisi- Journal of Qualitative Research in Education, 6(1), 225-252.
  • Sanacore, J. (2000). Promoting the lifetime reading habit in middle school students. The Clearing House, 73(3), 157-161.
  • Sever, S. (2018). Sanatsal uyaranlarla dil öğretimi. İzmir: Tudem.
  • Sever, S. (2013). Çocuk edebiyatı ve okuma kültürü. İzmir: Tudem.
  • Sever, S., İnce Samur, Ö., Doğan, B., Çıldır, B., Bulut, S. (2013). İlkokul 4. sınıf öğrencilerinin okuma kültürü edinme düzeyleri ile kitle iletişim araçlarını kullanma alışkanlıklarının incelenmesi. M. R. Şirin (Ed.), Çocuk ve medya kongresi bildiriler kitabı içinde (s.371- 396). İstanbul: Çocuk Vakfı.
  • Shannon, P. (1983). Reading instruction and social class. Language Arts, 62(6), 604–613.
  • Share D.L. (2008). On the Anglocentricities of current reading research and practice: The perils of overreliance on an “outlier” orthography. Psychol Bull, 134, 584–615.
  • Shastina, E., Shatunova, O., Bozhkova, G., Bykov, A., Trofimova, L. (2019). Family reading in children literacy skills formation. Elementary Education Online, 18(1), 296-306.
  • Sholes, L. (2018). Working-class boys’ relationships with reading: contextual systems that support working-class boys’ engagement with, and enjoyment of, reading. Gender and Education, 31(3), 344-361.
  • Sokal, L. (2010). Prevalence of gendered views of reading in Thailand and Canada. The Alberta Journal of Educational Research, 56(1), 44-56.
  • Şahin, N. (2019). Ortaokul öğrencilerinin okuma tutumları ve okuma motivasyonları arasındaki ilişkinin incelenmesi. Ana Dili Eğitimi Dergisi, 7(4), 914-940.
  • Şahin, A (2009). İlköğretim 6. 7. ve 8. sınıf öğrencilerinin kitap okuma alışkanlıklarının sosyo-ekonomik düzeylerine göre incelenmesi. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 5(2), 2015-232.
  • Şen, N. (2016). Okuma güçlüğü çeken ortaokul öğrencilerinin okuma becerilerinin incelenmesi (Yayımlanmamış yüksek lisans tezi). Dokuz Eylül Üniversitesi Eğitim Bilimleri Enstitüsü, İzmir.
  • Şengönül, T. (2008). Sosyal sınıf kökeni, eğitimsel kazanım ve dikey sosyal hareketlilik ilişkisi. Hacettepe Üniversitesi Sosyolojik Araştırmalar Dergisi, 80, 1-26.
  • Türkmenoğlu, M. (2016). İlkokulda akran öğretimi aracılığıyla okuma güçlüğünün giderilmesi (Yayımlanmamış yüksek lisans tezi). Niğde Üniversitesi Eğitim Bilimleri Enstitüsü, Niğde.
  • Webster, L., ve Mertova, P. (2007). Using narrative inquiry as a research method: An introduction to using critical event narrative analysis in research on learning and teaching. Abingdon, Oxon: Routledge.
  • Wollscheid, S. (2013). Parents’ cultural resources, gender and young people’s reading habits findings from a secondary analysis with time-survey data in two-parent families. International Journal About Parents in Education, 7(1), 69-83.
  • Yılmaz, B. (2004). Öğrencilerin okuma ve kütüphane kullanma alışkanlıklarında ebeveynlerin duyarlılığı. Bilgi Dünyası, 5(2), 115- 136.
  • Yurdakal, İ. H. (2014). İlkokullarda okuma güçlüğünde yaşanan sorunlar ile eğitim uygulamalarına ilişkin öğretmen ve öğrenci görüşleri (Yayımlanmamış yüksek lisans tezi). Pamukkale Üniversitesi Eğitim Bilimleri Enstitüsü, Denizli.

Okuma Kültürü Edinememiş Bireylere İlişkin Bir Anlatı Araştırması

Year 2021, Volume 9, Issue 2, 603 - 621, 27.04.2021
https://doi.org/10.16916/aded.859734

Abstract

Farklı sosyoekonomik düzeylerden gelen çocukların okuma ile ilgili yaşadıkları deneyimler nelerdir?” sorusu araştırmanın temel sorusunu oluşturmaktadır. Bu bağlamda üç farklı sosyoekonomik düzeyden seçilen toplam 3 erkek öğrenci ile derinlemesine görüşmeler yürütülmüş ve okumada yaşanan sorunların arka planında var olan toplumsal yapılar ortaya konmaya çalışılmıştır. Yöntem olarak anlatı araştırması seçilmiştir. Araştırmaya katılan 3 katılımcının okumaya ilişkin yaşadıkları kişisel deneyimleri, bakış açıları ve okumaya ilişkin sorunlara nasıl yaklaştıkları ortaya konulmaya çalışılmıştır. Üç farklı sosyoekonomik düzeyden gelen öğrencinin öykülerinde farklılaşan temalar olduğu gibi ortak noktalar olduğu da görülmüştür. Sosyal yapıların, bu benzer ve farklı noktaların biçimlenmesinde önemli roller oynadığı belirlenmiştir. Bu bağlamda söz konusu sosyal yapıların daha ayrıntılı incelenmesine dönük araştırmalar yürütülmesi önerilebilir.

References

  • Aikens, N. L., ve Barbarin, O. (2008). Socioeconomic differences in reading trajectories: The contribution of family, neighborhood, and school contexts. Journal of Educational Psychology, 100(2), 235–251.
  • Ailakhu, U.V, Unegbu, V.E. (2017). Librarians’ promotion of reading culture and student’s responsiveness in selected secondary schools in Lagos State, Nigeria. Ebonyi Journal of Library and Information Science, 4(1), 30-42.
  • Aksaçlıoğlu A. Yılmaz B. (2007). Öğrencilerin televizyon izlemeleri ve bilgisayar kullanmalarının okuma alışkanlıkları üzerine etkisi. Türk Kütüphaneciliği, 21(1), 3-28.
  • Barkhuizen, G., Benson, P., ve Chik, A. (2014). Narrative inquiry in language teaching and learning research. New York: Taylor & Francis.
  • Bradley, R.H., Corwyn, R.F. (2002). Socioeconomic status and child development. Annual Review of Psychology, 53, 371–399.
  • Clark, C., Torsi, S., Strong, J. (2005). Young people and reading. A school study conducted by the national literacy trust for the reading champions initiative. London: National Literacy Trust.
  • Creswell, J. W. (2013). Araştırma deseni: nitel, nicel ve karma yöntem yaklaşımları (S. B. Demir, Çev. Ed.). İstanbul: Eğiten Kitap.
  • Crump, S. L. (2018). A narrative inquiry into experiences of teaching reading (Unpublished doctoral dissertation). Faculty of the University of Missouri-Kansas City, Kansas City, Missouri.
  • Daniels, E., Steres, M. (2011). Examining the effects of a school-wide reading culture on the engagement of middle school students. RMLE Online, 35(2), 1–13.
  • Duke, Nell, K. (2000). For the rich it's richer: Print experiences and environments offered to children in very low- and very high-socioeconomic status first-grade classrooms. American Educational Research Journal Summer, 37(2), 441-478.
  • Fendrick, H. (1998). Gender differences in attitude toward reading in a sample of the Jewish community (Unpublished master dissertation). Kean University, New Jersey.
  • Flouri, E., Buchanan, A. (2004). Early father’s and mother’s involvement and child’s later educational outcomes. British Journal of Educational Psychology, 74, 141–153.
  • Fluss, J., Ziegler, J. C., Warszawski, J., Ducot, B., Richard, G., Billard, C. (2009). Poor reading in French elementary school: The interplay of cognitive, behavioral, and socioeconomic factors. Journal of Developmental and Behavioral Pediatrics, 30(3), 206–216.
  • Freebody, P. (2006). Social class and reading. Discourse: Studies in the Cultural Politics of Education, 12(2), 68-84.
  • Gao, Y., Li, Y., Li, W. (2002). EFL learning and self-identity construction: Three cases of Chinese college English majors. Asian Journal of English Language Teaching, 12, 95-119.
  • Goldman, R. (2005). Fathers’ involvement in their children’s education. London: National Family and Parenting Institute.
  • Hayashi, P., Abib, G., Hoppen, N. (2019). Validity in qualitative research: A processual approach. The Qualitative Report, 24(1), 98-112.
  • Huber J., Caine, V., Huber, M., Steeves P. (2016). Narrative inquiry as pedagogy in education: the extraordinary potential of living, telling, retelling, and reliving stories of experience. Review of Research in Education, 37(1), 212-242.
  • Johari, A., Alfred Tom, A., Morni, A., Sahari, S. H. (2013). Students’ reading practices and environments. Indonesian Journal of Applied Linguistics, 3(1), 17-28.
  • Kamalova, L. A., Koletvinova, N. D. (2016). The problem of reading and reading culture improvement of students-bachelors of elementary education in modern high institution. International Journal of Environmental and Science Education, 11(4), 473-484.
  • Kari, J. (2018). The effect of parent involvement and student reading abilities (Unpublished master dissertation). Minnesota State University, Minnesota.
  • Katz, H., Sokal, L. (2003). Masculine’ literacy: One size does not fit all. Reading Manitoba, 24(1), 4-8.
  • Kim, J. (2016). Understanding narrative inquiry: The crafting and analysis of stories as research. Los Angeles, CA: Sage.
  • Kuruyer, H.G. (2014). Zenginleştirilmiş okuma programının okuma güçlüğü olan öğrencilerin bilişsel süreç ve nöral yapılarına etkisi (Yayımlanmamış doktora tezi). Gazi Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.
  • Loh, C. E., Ellis, M., Paculdar, A. A., Wan, Z. H. (2017). Building a successful reading culture through the school library: A case study of a Singapore secondary school. IFLA Journal, 43(4), 335–347.
  • Loh, C.E., Sun, B. (2019). Cultural capital, habitus and reading futures: middle-class adolescent students’ cultivation of reading dispositions in Singapore. British Journal of Sociology of Education, 41(2), 234-252.
  • Lynch, J. (2002). Parents' self-efficacy beliefs, parents' gender, children's reader self-perceptions, reading achievement and gender. Journal of Research in Reading, 25(1), 54-67.
  • McKenna, E. (1997). Gender differences in reading attitudes (Unpublished master’s thesis). Kean College of New Jersey, New Jersey.
  • Menard-Warwick, J. (2004). “I always had the desire to progress a little”: Gendered narratives of immigrant language learners. Journal of Language, Identity, and Education, 3(4), 295–311.
  • Merga, M. K., Mason S. (2020). Parental support of reading at home in Australia and Japan: Benefits, barriers and culture. B. Marshall, J. Manuel, D.L. Pasternak, J. Rowsell (Ed.), In the bloomsbury handbook of reading perspectives and practices (pp. 131–144). London: Bloomsbury Publishing.
  • Merga, M. K., Mason, S. (2019). Building a school reading culture: Teacher librarians’ perceptions of enabling and constraining factors. Australian Journal of Education, 1-17.
  • Millard, E. (1997). Differently literate: The schooling of boys and girls. London: Falmer Press.
  • Morgan, A., Nutbrown, C., Hannon, P. (2009). Fathers’ involvement in young children’s literacy development: implications for family literacy programmes, British Educational Research Journal, 35(2), 167–185.
  • Mullan, K. (2010). Families that read: A time diary analysis of young people's and parents' reading. Journal of Research in Reading, 33(4), 414–430.
  • Nalipay, M.J.N., Cai, Y., King, R.B. (2020). Why do girls do better in reading than boys? How parental emotional contagion explains gender differences in reading achievement. Psychology in the Schools. 57(2), 310-319.
  • Nyam, S.S. (2015). The school library and promotion of reading culture. Delta Library Journal, 9(1-2), 4-45.
  • Polkinghorne, D.E. (1995). Narrative configuration in qualitative analysis. Qualitative Studies in Education, 8(1), 5–23.
  • Saban, A. ve Sarıçelik, S. (2018). İçedönük bir çocuğu anlamak: Bir anlatı araştırması. Eğitimde Nitel Araştırmalar Dergisi- Journal of Qualitative Research in Education, 6(1), 225-252.
  • Sanacore, J. (2000). Promoting the lifetime reading habit in middle school students. The Clearing House, 73(3), 157-161.
  • Sever, S. (2018). Sanatsal uyaranlarla dil öğretimi. İzmir: Tudem.
  • Sever, S. (2013). Çocuk edebiyatı ve okuma kültürü. İzmir: Tudem.
  • Sever, S., İnce Samur, Ö., Doğan, B., Çıldır, B., Bulut, S. (2013). İlkokul 4. sınıf öğrencilerinin okuma kültürü edinme düzeyleri ile kitle iletişim araçlarını kullanma alışkanlıklarının incelenmesi. M. R. Şirin (Ed.), Çocuk ve medya kongresi bildiriler kitabı içinde (s.371- 396). İstanbul: Çocuk Vakfı.
  • Shannon, P. (1983). Reading instruction and social class. Language Arts, 62(6), 604–613.
  • Share D.L. (2008). On the Anglocentricities of current reading research and practice: The perils of overreliance on an “outlier” orthography. Psychol Bull, 134, 584–615.
  • Shastina, E., Shatunova, O., Bozhkova, G., Bykov, A., Trofimova, L. (2019). Family reading in children literacy skills formation. Elementary Education Online, 18(1), 296-306.
  • Sholes, L. (2018). Working-class boys’ relationships with reading: contextual systems that support working-class boys’ engagement with, and enjoyment of, reading. Gender and Education, 31(3), 344-361.
  • Sokal, L. (2010). Prevalence of gendered views of reading in Thailand and Canada. The Alberta Journal of Educational Research, 56(1), 44-56.
  • Şahin, N. (2019). Ortaokul öğrencilerinin okuma tutumları ve okuma motivasyonları arasındaki ilişkinin incelenmesi. Ana Dili Eğitimi Dergisi, 7(4), 914-940.
  • Şahin, A (2009). İlköğretim 6. 7. ve 8. sınıf öğrencilerinin kitap okuma alışkanlıklarının sosyo-ekonomik düzeylerine göre incelenmesi. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 5(2), 2015-232.
  • Şen, N. (2016). Okuma güçlüğü çeken ortaokul öğrencilerinin okuma becerilerinin incelenmesi (Yayımlanmamış yüksek lisans tezi). Dokuz Eylül Üniversitesi Eğitim Bilimleri Enstitüsü, İzmir.
  • Şengönül, T. (2008). Sosyal sınıf kökeni, eğitimsel kazanım ve dikey sosyal hareketlilik ilişkisi. Hacettepe Üniversitesi Sosyolojik Araştırmalar Dergisi, 80, 1-26.
  • Türkmenoğlu, M. (2016). İlkokulda akran öğretimi aracılığıyla okuma güçlüğünün giderilmesi (Yayımlanmamış yüksek lisans tezi). Niğde Üniversitesi Eğitim Bilimleri Enstitüsü, Niğde.
  • Webster, L., ve Mertova, P. (2007). Using narrative inquiry as a research method: An introduction to using critical event narrative analysis in research on learning and teaching. Abingdon, Oxon: Routledge.
  • Wollscheid, S. (2013). Parents’ cultural resources, gender and young people’s reading habits findings from a secondary analysis with time-survey data in two-parent families. International Journal About Parents in Education, 7(1), 69-83.
  • Yılmaz, B. (2004). Öğrencilerin okuma ve kütüphane kullanma alışkanlıklarında ebeveynlerin duyarlılığı. Bilgi Dünyası, 5(2), 115- 136.
  • Yurdakal, İ. H. (2014). İlkokullarda okuma güçlüğünde yaşanan sorunlar ile eğitim uygulamalarına ilişkin öğretmen ve öğrenci görüşleri (Yayımlanmamış yüksek lisans tezi). Pamukkale Üniversitesi Eğitim Bilimleri Enstitüsü, Denizli.

Details

Primary Language Turkish
Subjects Education and Educational Research
Journal Section Makaleler
Authors

Burcu ÇILDIR> (Primary Author)
ERZİNCAN BİNALİ YILDIRIM ÜNİVERSİTESİ
0000-0003-4692-9141
Türkiye


İbadullah Hamza ERGÜN This is me
ERZİNCAN BİNALİ YILDIRIM ÜNİVERSİTESİ
0000-0003-2708-2387
Türkiye

Publication Date April 27, 2021
Published in Issue Year 2021, Volume 9, Issue 2

Cite

APA Çıldır, B. & Ergün, İ. H. (2021). Okuma Kültürü Edinememiş Bireylere İlişkin Bir Anlatı Araştırması . Ana Dili Eğitimi Dergisi , 9 (2) , 603-621 . DOI: 10.16916/aded.859734