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Examining the Effect of Home-Based Shared Book Reading on the Language and Early Literacy Skills of 5-Year-Old Children

Year 2025, Volume: 13 Issue: 3, 636 - 654, 24.07.2025

Büşra Çelik , Gülden Uyanık , Hülya Bilgin

https://doi.org/10.16916/aded.1597104

Abstract

This study aims to examine the impact of home-based shared reading practices (dialogic reading and print-referencing reading) on the language and early literacy skills of 5-year-old children. Tthis research was designed as a pretest-posttest control group experimental model. The study group consisted of 31 five-year-old children enrolled in a school affiliated with the Ministry of National Education during the 2020-2021 academic year. Dialogic reading (DR) was conducted with Experiment Group 1 (n=8), and print-referencing reading (PR) was conducted with Experiment Group 2 (n=7). Experiment Group 3 (n=6) was exposed to the same books without applying any specific technique during the experimental process, while the Control Group (n=7) received no intervention. The data collection tools used in this study included the Mother Information Form, the Turkish Early Language Development Test (TEDİL), and the Early Literacy Skills Assessment Tool (EOBDA). The results of this study showed that DR was the most effective technique for receptive language skills. DR emerged as the most effective technique for story comprehension, while PR was identified as the most effective technique for print awareness.

Keywords

Shared reading dialogic reading print referencing 5 years old language development early literacy skills

References

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Ev Merkezli Paylaşımlı Kitap Okumanın 5 Yaş Grubu Dil ve Erken Okuryazarlık Becerilerine Etkisinin İncelenmesi

Year 2025, Volume: 13 Issue: 3, 636 - 654, 24.07.2025

Büşra Çelik , Gülden Uyanık , Hülya Bilgin

https://doi.org/10.16916/aded.1597104

Abstract

Bu araştırmanın amacı ev merkezli gerçekleştirilen paylaşımlı okuma uygulamalarının (diyaloğa dayalı okuma ve yazı referanslı okuma) 5 yaş çocuklarının dil ve erken okuryazarlık becerilerine etkisinin incelenmesidir. Bu amaç doğrultusunda araştırma ön test-son test kontrol gruplu deneysel model olarak modellenmiş olup çalışma grubunu 2020-2021 eğitim-öğretim yılında Millî Eğitim Bakanlığı’na bağlı olan bir okulda öğrenim görmekte olan 5 yaş grubu 31 çocuk oluşturmaktadır. Deney 1 grubu (n=8) ile diyaloğa dayalı okuma (DD) ve Deney 2 grubu (n=7) ile yazı referanslı okuma (YR) gerçekleştirilmiş; Deney 3 grubu (n=6) deneysel işlem süresince herhangi bir okuma tekniği kullanmadan aynı kitapları okumuş, Kontrol grubuna (n=7) ise herhangi bir işlem uygulanmamıştır. Araştırmada veri toplama aracı olarak Anne Bilgi Formu, Türkçe Erken Dil Gelişim Testi (TEDİL) ve Erken Okuryazarlık Becerilerini Değerlendirme Aracı (EOBDA) kullanılmıştır. Araştırmanın sonucunda DD uygulamalarının alıcı dil becerileri üzerindeki en etkili teknik olduğu ortaya konmuştur. DD uygulamalarının öyküyü anlama, YR uygulamalarının yazı farkındalığı üzerindeki en etkili teknik olduğu ortaya konmuştur.

Keywords

Paylaşımlı okuma diyaloğa dayalı okuma yazı referanslı okuma 5 yaş dil gelişimi erken okuryazarlık becerileri

Ethical Statement

Söz konusu araştırma Marmara Üniversitesi Eğitim Bilimler Enstitüsü Araştırma ve Yayın Etik Kurulu tarafından incelenmiş ve 19.03.2021 tarihli 2100082088 sayılı karar ile etik yönden uygun görülmüştür.

References

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  • Arıcı, M., & Tüfekçi Akcan, A. (2019). Okul öncesi dönemde anne-çocuk birlikte hikâye kitabı okuma davranışlarının incelenmesi. Yaşadıkça Eğitim Dergisi, 33(1), 100-120. DOI: 10.33308/26674874.201933195.
  • Babayiğit, S. (2006). The longitudinal and concurrent predictive roles of phonological awareness in literacy development: Evidence from Turkish. (Yayımlanmamış doktora tezi). Institute of Education, University of London, London.
  • Babayiğit, S. ve Hulme, C. (2008). Longitudinal predictors of reading comprehension skills in Turkish. 15th Annual Conference of the Society for the Scientific Study of Reading'de sunulan bildiri. Nashville, Tennessee, ABD.
  • Bloom-Hoffman, J., O'neil-Pirozzi, T., Volpe, R., Cutting, J., & Bissinger, E. (2008). Instructing parents to use dialogic reading strategies with preschool children. Journal of Applied School Psychology, 23(1), 117-131.
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There are 73 citations in total.

Details

Primary Language Turkish
Subjects Turkish and Social Sciences Education (Diğer)
Journal Section Articles
Authors

Büşra Çelik 0000-0002-4954-7352

Gülden Uyanık 0000-0001-9947-8159

Hülya Bilgin 0000-0002-1641-2750

Publication Date July 24, 2025
Submission Date December 6, 2024
Acceptance Date April 7, 2025
Published in Issue Year 2025Volume: 13 Issue: 3

Cite

APA Çelik, B., Uyanık, G., & Bilgin, H. (2025). Ev Merkezli Paylaşımlı Kitap Okumanın 5 Yaş Grubu Dil ve Erken Okuryazarlık Becerilerine Etkisinin İncelenmesi. Ana Dili Eğitimi Dergisi, 13(3), 636-654. https://doi.org/10.16916/aded.1597104

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