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

Hayriye Gül Kuruyer; Pınar Kanık Uysal

doi:10.16916/aded.1444651

Research Article

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

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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

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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.
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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.
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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.
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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 2024Volume: 12 Issue: 2

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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

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