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Sınıf, Okul Öncesi ve Özel Eğitim Öğretmenlerinin Etkileşimli Okuma Uygulama Öz Yeterliklerinin İncelenmesi

Year 2024, Volume: 12 Issue: 2, 296 - 316, 30.04.2024

Ergün Yurtbakan

https://doi.org/10.16916/aded.1396797

Abstract

Sınıf, okul öncesi ve özel eğitim öğretmenlerinin etkileşimli okuma öz yeterliklerini incelemek amacıyla yapılan çalışmada, tarama modelinden yararlanılmıştır. Uygun durum örneklemesi yolu ile ölçek geliştirme aşamasına dâhil edilen 325 öğretmen (sınıf, okul öncesi ve özel eğitim öğretmeni) Trabzon’da görev yapmakta iken; araştırma aşamasına dâhil edilen 240 öğretmen (sınıf, okul öncesi ve özel eğitim) Yozgat’ta görev yapmaktadır. Öğretmenlerden elde edilen veriler, araştırmacı tarafından geliştirilen “Öğretmen Etkileşimli Okuma Öz Yeterlik Ölçeği” ile toplanmıştır. Ölçeğin geçerlik ve güvenirlik hesaplaması yapılmıştır. Veriler ise bağımsız t testi, tek yönlü Anova, Kruskal Wallis testi ile analiz edilmiştir. Çalışma sonucunda kadın öğretmenlerin erkek öğretmenlerden, okul öncesi öğretmenlerinin sınıf ve özel eğitim öğretmenlerinden, öğretmenlik kariyer basamağı olmayan öğretmenlerin ise uzman öğretmenlerden etkileşimli okuma uygulama öz yeterliği okumaya hazırlık alt boyutunda istatiksel olarak anlamlı düzeyde iyi oldukları tespit edilmiştir. Bu anlamda öğretmenlerin okuma öncesinde, öğrencilerin bilişsel ve okumaya yönelik duyuşsal becerilerini desteklemek için hazırlık çalışmaları yapmaları önem arz etmektedir.

Keywords

Etkileşimli okuma öz yeterlik sınıf eğitimi okul öncesi özel eğitim öğretmeni

References

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  • Akhtar-Danesh, N. (2017). An overview of the statistical techniques in q-metho- dology: Is there a better way of doing q-analysis? Operant Subjectivity, 38(3/4), 1-17.
  • Bandura, A. (1977). Self-efficacy: toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215.
  • Bandura, A. (1997). Self-efficacy: The exercise of control. United States: W. H. Freeman and Co.
  • Beschorner, B. (2013). Parent education for dialogic reading during shared storybook reading: Multiple case study of online and face-to-face delivery models (Unpublished doctorate thesis). Iowa State University Ames, Iowa.
  • Beschorner, B., & Hutchison, A. (2016). Parent education for dialogic reading: Online and face-to-face delivery methods. Journal of Research in Childhood Education, 30(3), 374-388.
  • Blom-Hoffman, J., O’neil Pirozzi, T. M., & Cutting, J. (2006). Read together, talk together: The acceptability of teaching parents to use dialogic reading strategies via videotaped instruction. Psychology in the Schools, 43(1), 71-78.
  • Boit, R. J. (2010). A comparison study on the effects of the standardized and a teacher modified dialogic reading programs on early literacy outcomes of preschool children from low income communities (Unpublished doctorate thesis). Massachusetts-Amherst University, United States.
  • Brown, H. D. (2006). Principles of language learning and teaching (5th ed.). New York: Pearson ESL.
  • Büyüköztürk, Ş. (2005). Anket geliştirme. Türk Eğitim Bilimleri Dergisi, 3(2), 133-151.
  • Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz, Ş. ve Demirel, F. (2018). Eğitimde bilimsel araştırma yöntemleri. Ankara: Pegem Akademi Yayıncılık.
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  • Carson, C. J. (2012). Read with Me! Examining the effects of a community volunteer reading program on preschoolers‟ literacy skills (Unpublished doctorate thesis). Toledo University, United States.
  • Cohrssen, C., Niklas, F., & Tayler, C. (2016). ‘Is that what we do?’ Using a conversationanalytic approach to highlight the contribution of dialogic reading strategies to educator– child interactions during storybook reading in two early childhood settings. Journal of Early Childhood Literacy, 16(3), 361–382.
  • Dede, Y., & Yaman, S. (2008). Fen öğrenmeye yönelik motivasyon ölçeği: Geçerlik ve güvenirlik çalışması. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, 1(2), 19-37.
  • Domack, A. M. (2005). The effect of a dialogic reading intervention on the emergent literacy skills of preschool students (Unpublished master thesis). Nebraska University, United States.
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  • Er, S. (2016). Okulöncesi dönemde anne babaların etkileşimli hikâye kitabı okumalarının önemi. Başkent University Journal of Education, 3(2), 156-160.
  • Ergül, C., Akoğlu, G., Sarıca, A. 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. doi: 10.17860/efd.88429.
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  • Godfrey-Hurrell, J. K. (2015). Investigation of content- based training and practice- based coaching with teachers of latino preschoolers who are dual language learners at risk for language delay (Unpublished doctorate thesis). North Caroline University.
  • Guskey, T. R. (1987). Teacher efficacy, self-concept, and attitudes toward the implementation of mastery learning. Erişim adresi: https://files.eric.ed.gov/fulltext/ED281838.pdf
  • Halsey, H. N. (2008). Investigation: Effects of dialogic reading using alpfabet books on the alphabet skills, phonologic awareness and oral language of preschool children (Unpublished doctorate thesis). Massachusetts University, Amherst.
  • Hargrave, A. C., & Sénéchal, M. (2000). A book reading intervention with preschool children who have limited vocabularies: The benefits of regular reading and dialogic reading. Early Childhood Research Quarterly, 15, 75-90. doi.org/10.1016/S0885-2006(99)00038-1.
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  • Kikuta, C. B. (2015). Changes in dialogic book reading patterns of parent’s reading with their children (Unpublished doctorate thesis). Hawai’i Manoa University, U. S.
  • Kim, D., & Hall, J. K. (2002). The role of an interactive book reading program in the development of second language pragmatic competence. The Modern Language Journal, 86(iii), 332–348.
  • Kim, J.O., & Mueller, C.W. (1978). Factor analysis: Statistical methods and practical issues. Beverly Hills, CA: Sage.
  • Kline, R. B. (2005). Principles and practice of structural equation modeling (2nd ed.). New York: Guilford Press.
  • Laboo, L. (2005). Books and computer response activities that support literacy development. Reading Teacher, 59(3), 288-292.
  • Liang, S. (2010). The train-the-trainer model for dialogic reading with cooperative extension: An exploratory approach to investigate educators’ characteristics and context factors related to training outcomes (Unpublished doctorate thesis). Purdue University, U. S.
  • McSwiggan, K. (2017). Factors that influence parental perceptions of the utility and value of dialogic reading strategies with young children (Unpublished doctorate thesis). Psychology Fairleigh Dickinson University, U. S.
  • Mincic, M. S. (2009). Dialogic reading with emotion-laden storybooks: ıntervention methods to enhance children's emergent literacy and social-emotional skills (Unpublished doctorate thesis). Arts George Mason University, U. S.
  • Mol, S. E., Bus, A. G., de Jong, M. T., & Smeets, D. J. H. (2008). Added value of dialogic mother-child book reading: A meta-analyses. Early Education and Development, 19(1), 7-26.
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  • Neugebauer, S., & Lia, M. (2018). Relating, bridging, and building knowledge. Literacy Today, 35(4), 38-39.
  • Orman, F., & Sevgi, S. (2022). Matematik öğretmenlerinin özyeterlik ve kolektif özyeterlik inançlarının incelenmesi. Boğaziçi Üniversitesi Eğitim Dergisi, 39-1(2), 49-70. doi.10.52597/buje.964438
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Investigation on Self-Efficiacy of Primary School, Preschool and Special Education Teachers in Dialogic Reading Practice

Year 2024, Volume: 12 Issue: 2, 296 - 316, 30.04.2024

Ergün Yurtbakan

https://doi.org/10.16916/aded.1396797

Abstract

In the study, it was aimed to examine the dialogic reading self-efficacy of primary, pre-school and special education teachers. Survey model was used in the study. In the scale development phase of the study, a total of 325 primary, pre-school and special education teachers working in Trabzon. In the phase of examining teachers' dialogic reading self-efficacy, a total of 240 teachers (primary, pre-school and special education) working in Yozgat were included through convenient case sampling. The data in the study were collected with the "Teacher dialogic reading self-efficacy scale" developed by the researcher for the research. For the validity and reliability of the scale, exploratory factor analysis, Cronbach Alpha, corrected item-total correlation, and Independent T Test analysis between 27% Lower and Upper Group Scores were performed. The data in the study were analyzed with independent t test, one-way Anova, Kruskal Wallis test. At the end of the study, it was determined that female teachers were statistically significantly better than male teachers, preschool teachers were better than primary school teachers and special education teachers, and non-teaching career teachers were statistically significantly better than expert teachers in the reading readiness sub-dimension of dialogic reading implementation self-efficacy.

Keywords

Dialogic reading self-efficiacy primary school education preschool special education teacher

References

  • Akdağ, M. (2011). SPSS’de istatistiksel analizler. Erişim adresi: https://www.iys. inonu.edu.tr/webpanel/dosyalar/669/file/SPSS%20testleri.doc
  • Akhtar-Danesh, N. (2017). An overview of the statistical techniques in q-metho- dology: Is there a better way of doing q-analysis? Operant Subjectivity, 38(3/4), 1-17.
  • Bandura, A. (1977). Self-efficacy: toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215.
  • Bandura, A. (1997). Self-efficacy: The exercise of control. United States: W. H. Freeman and Co.
  • Beschorner, B. (2013). Parent education for dialogic reading during shared storybook reading: Multiple case study of online and face-to-face delivery models (Unpublished doctorate thesis). Iowa State University Ames, Iowa.
  • Beschorner, B., & Hutchison, A. (2016). Parent education for dialogic reading: Online and face-to-face delivery methods. Journal of Research in Childhood Education, 30(3), 374-388.
  • Blom-Hoffman, J., O’neil Pirozzi, T. M., & Cutting, J. (2006). Read together, talk together: The acceptability of teaching parents to use dialogic reading strategies via videotaped instruction. Psychology in the Schools, 43(1), 71-78.
  • Boit, R. J. (2010). A comparison study on the effects of the standardized and a teacher modified dialogic reading programs on early literacy outcomes of preschool children from low income communities (Unpublished doctorate thesis). Massachusetts-Amherst University, United States.
  • Brown, H. D. (2006). Principles of language learning and teaching (5th ed.). New York: Pearson ESL.
  • Büyüköztürk, Ş. (2005). Anket geliştirme. Türk Eğitim Bilimleri Dergisi, 3(2), 133-151.
  • Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz, Ş. ve Demirel, F. (2018). Eğitimde bilimsel araştırma yöntemleri. Ankara: Pegem Akademi Yayıncılık.
  • Can, A. (2017). SPSS ile bilimsel araştırma sürecinde nicel veri analizi. Ankara: Seçkin Yayıncılık.
  • Carson, C. J. (2012). Read with Me! Examining the effects of a community volunteer reading program on preschoolers‟ literacy skills (Unpublished doctorate thesis). Toledo University, United States.
  • Cohrssen, C., Niklas, F., & Tayler, C. (2016). ‘Is that what we do?’ Using a conversationanalytic approach to highlight the contribution of dialogic reading strategies to educator– child interactions during storybook reading in two early childhood settings. Journal of Early Childhood Literacy, 16(3), 361–382.
  • Dede, Y., & Yaman, S. (2008). Fen öğrenmeye yönelik motivasyon ölçeği: Geçerlik ve güvenirlik çalışması. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, 1(2), 19-37.
  • Domack, A. M. (2005). The effect of a dialogic reading intervention on the emergent literacy skills of preschool students (Unpublished master thesis). Nebraska University, United States.
  • Ekiz, (2009). Bilimsel araştırma yöntemleri. Ankara: Anı Yayıncılık.
  • Er, S. (2016). Okulöncesi dönemde anne babaların etkileşimli hikâye kitabı okumalarının önemi. Başkent University Journal of Education, 3(2), 156-160.
  • Ergül, C., Akoğlu, G., Sarıca, A. 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. doi: 10.17860/efd.88429.
  • 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. doi. 10.21565/ozelegitimdergisi.246307.
  • Field, A. (2002). Discovering statistics using SPSS. London: Sage Publications.
  • Field, A. (2009). Discovering statistic using SPSS for windows. London: SAGE Publications.
  • Flynn, K. S. (2011). Developing children's oral language skills through dialogic reading: Guidelines for implementation. Teaching Exceptional Children, 44(2), 8-16.
  • Godfrey-Hurrell, J. K. (2015). Investigation of content- based training and practice- based coaching with teachers of latino preschoolers who are dual language learners at risk for language delay (Unpublished doctorate thesis). North Caroline University.
  • Guskey, T. R. (1987). Teacher efficacy, self-concept, and attitudes toward the implementation of mastery learning. Erişim adresi: https://files.eric.ed.gov/fulltext/ED281838.pdf
  • Halsey, H. N. (2008). Investigation: Effects of dialogic reading using alpfabet books on the alphabet skills, phonologic awareness and oral language of preschool children (Unpublished doctorate thesis). Massachusetts University, Amherst.
  • Hargrave, A. C., & Sénéchal, M. (2000). A book reading intervention with preschool children who have limited vocabularies: The benefits of regular reading and dialogic reading. Early Childhood Research Quarterly, 15, 75-90. doi.org/10.1016/S0885-2006(99)00038-1.
  • 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(3), 99-113.
  • Kikuta, C. B. (2015). Changes in dialogic book reading patterns of parent’s reading with their children (Unpublished doctorate thesis). Hawai’i Manoa University, U. S.
  • Kim, D., & Hall, J. K. (2002). The role of an interactive book reading program in the development of second language pragmatic competence. The Modern Language Journal, 86(iii), 332–348.
  • Kim, J.O., & Mueller, C.W. (1978). Factor analysis: Statistical methods and practical issues. Beverly Hills, CA: Sage.
  • Kline, R. B. (2005). Principles and practice of structural equation modeling (2nd ed.). New York: Guilford Press.
  • Laboo, L. (2005). Books and computer response activities that support literacy development. Reading Teacher, 59(3), 288-292.
  • Liang, S. (2010). The train-the-trainer model for dialogic reading with cooperative extension: An exploratory approach to investigate educators’ characteristics and context factors related to training outcomes (Unpublished doctorate thesis). Purdue University, U. S.
  • McSwiggan, K. (2017). Factors that influence parental perceptions of the utility and value of dialogic reading strategies with young children (Unpublished doctorate thesis). Psychology Fairleigh Dickinson University, U. S.
  • Mincic, M. S. (2009). Dialogic reading with emotion-laden storybooks: ıntervention methods to enhance children's emergent literacy and social-emotional skills (Unpublished doctorate thesis). Arts George Mason University, U. S.
  • Mol, S. E., Bus, A. G., de Jong, M. T., & Smeets, D. J. H. (2008). Added value of dialogic mother-child book reading: A meta-analyses. Early Education and Development, 19(1), 7-26.
  • Morgan, P., & Meier, C. R. (2008). Dialogic reading’s potential to improve children’s emergent literacy skills and behavior. Preventing School Failure, 52(4), 11-16.
  • Neugebauer, S., & Lia, M. (2018). Relating, bridging, and building knowledge. Literacy Today, 35(4), 38-39.
  • Orman, F., & Sevgi, S. (2022). Matematik öğretmenlerinin özyeterlik ve kolektif özyeterlik inançlarının incelenmesi. Boğaziçi Üniversitesi Eğitim Dergisi, 39-1(2), 49-70. doi.10.52597/buje.964438
  • Otrar, M., Gülten, D. Ç., & Özkan, E. (2012). İlköğretim öğrencilerine yönelik öğrenme stilleri ölçeği geliştirilmesi. Eğitim ve Öğretim Araştırmaları Dergisi, 1(2), 305-318.
  • Pillinger, C., & Wood, C. (2014). Pilot study evaluating the impact of dialogic reading and shared reading at transition to primary school: early literacy skills and parental attitudes. Literacy, 48(3), 155-163.
  • Ping, M. T. (2014). Group interactions in dialogic book reading activities as a language learning context in preschool. Learning, Culture and Social Interaction, 3, 146–158.
  • Rahn, N. L., Coogle, C. G., & Storie, S. (2016). Preschool children’s use of thematic vocabulary during dialogic reading and activity-based intervention. The Journal of Special Education, 50(2) 98–108. doi: 10.1177/0022466915622202.
  • Roselli, T. (2009). The role of dialogic reading in enhancing the learning opportunities of preschool English learners and teachers in an English only setting (Unpublished doctorate thesis). Santa Cruz San Jose State University California State University, Monterey Bay, U. S.
  • 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.
  • Shoemaker, L. (2014). Comparing the effects of traditionsal dialogic reading and music-enhanced dialogic reading on language production and comprehension of preschool children with language impairment (Unpublished master thesis). Nebraska Kearney University, U. S.
  • Şencan, H. (2005). Sosyal ve davranışsal ölümlerde güvenirlik ve geçerlik. Ankara: Seçkin Yayıncılık.
  • Tabachnick, B. G., & Fidell, L. S. (2017). Using multivariate statistics (7 th Ed.). New York: Pearson.
  • Tavşancıl, E. (2005). Tutumların ölçülmesi ve SPSS ile veri analizi. Ankara: Nobel Yayınları.
  • Towson, J. A., Gallagher, P. A., & Bingham, G. E. (2016). Dialogic reading: Language and preliteracy outcomes for young children with disabilities. Journal of Early Intervention, 38(4) 230–246. doi: 10.1177/1053815116668643.
  • Trussell, J. W., & Easterbrooks, S. R. (2014). The effect of enhanced storybook interaction on signing deaf children’s vocabulary. Journal of Deaf Studies and Deaf Education, 19, 319–332.
  • Urbani, J. M. (2011). Implementing a dialogic reading ıntervention: The experiences of teachers of deaf and hard of hearing students (Unpublished doctorate thesis). California University, Berkeley.
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There are 68 citations in total.

Details

Primary Language Turkish
Subjects Turkish Education
Journal Section Makaleler
Authors

Ergün Yurtbakan 0000-0001-8811-6320

Publication Date April 30, 2024
Submission Date November 27, 2023
Acceptance Date April 25, 2024
Published in Issue Year 2024Volume: 12 Issue: 2

Cite

APA Yurtbakan, E. (2024). Sınıf, Okul Öncesi ve Özel Eğitim Öğretmenlerinin Etkileşimli Okuma Uygulama Öz Yeterliklerinin İncelenmesi. Ana Dili Eğitimi Dergisi, 12(2), 296-316. https://doi.org/10.16916/aded.1396797

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