Etkileşimli Kitap Okuma: Dil ve Erken Okuryazarlık Becerilerinin Geliştirilmesinde Etkili Bir Yöntem

Cevriye Ergül; Ayşe Dolunay Sarıca; Gözde Akoğlu

doi:10.21565/ozelegitimdergisi.246307

Review

Etkileşimli Kitap Okuma: Dil ve Erken Okuryazarlık Becerilerinin Geliştirilmesinde Etkili Bir Yöntem

Year 2016, Volume: 17 Issue: 02, 193 - 206, 05.08.2016

Cevriye Ergül Ayşe Dolunay Sarıca Gözde Akoğlu

https://doi.org/10.21565/ozelegitimdergisi.246307

Cited By: 20

Abstract

Erken
okuryazarlık, çocukların okul öncesi dönemde okuma ve yazmaya ilişkin kazanmaları
gereken önkoşul bilgi, beceri ve tutumları içermektedir. Yapılan birçok
çalışmada erken okuryazarlık becerilerinin gelecekteki okuma yazma ve akademik
becerileri güçlü bir şekilde yordadığı gösterilmiştir. Araştırmalardan elde
edilen sonuçlar kısa ve uzun dönemde okul başarısı üzerinde etkili olduğu
gözlenen erken okuryazarlık becerilerinin, okul öncesi dönemde desteklenmesi
gerektiğini ortaya koymaktadır. Yetişkinlerin ev ve okul ortamlarında
çocuklarla gerçekleştirdikleri birlikte kitap okuma etkinlikleri de, erken
okuryazarlık becerilerinin desteklenmesinde en sık kullanılan müdahale
yöntemlerinden birisidir. Alanyazında, yetişkinin çocuğa yönelik öğretici davranışlarını
içeren kitap okuma etkinliklerinin, çocukların dil gelişimleri üzerinde etkili
olduğu gösterilmiştir. Bu bağlamda geliştirilen ve yetişkin ile çocuk arasında
etkin bir iletişimi temel alan Etkileşimli Kitap Okuma (EKO) uygulamaları ise
yetişkinin okuma sırasında aktif dinleyici konumunda olması, çocuğa öykü ile
ilgili sorular yönelterek konuşma fırsatları sağlaması, bilinmeyen sözcükleri
tanımlaması ve çocuktan gelen yanıtları tekrarlayarak genişletmeler yapması
bakımından geleneksel uygulamalardan farklılaşmaktadır. Çok sayıda çalışmada EKO’nun çocukların dil, erken okuryazarlık
becerileri ve okumaya yönelik tutumları üzerindeki olumlu etkilerinin olduğu ve
gelişen bu becerilerin akademik başarıya önemli katkılarının olduğu
gösterilmiştir. Bu noktadan
hareketle bu yazıda, EKO yöntemi ele alınmış ve uygulama adımlarına ilişkin
bilgi verilmiştir.

Keywords

Erken okuryazarlık, okul öncesi dönem, etkileşimli kitap okuma

References

Aarnoutse, C., Van Leeuwe, J., & Verhoeven, L. (2005). Early literacy from a longitudinal perspective. Educational Research and Evaluation, 11(3), 253-275.
Armbruster, B. B., Lehr, F., & Osborn, J. (2003). Put reading first: The research building blocks for teaching children to read: Kindergarten through grade 3. Jessup, MD: National Institute for Literacy.
Arnold, D. H., Lonigan, C. J., Whitehurst, G. J., & Epstein, J. N. (1994). Accelerating language development through picture-book reading. Journal of Educational Psychology, 86(2), 235-243.
Badian, N. A. (1995). Predicting reading ability over the long term: The changing roles of letter-naming, phonological awareness and orthographic processing. Annals of Dyslexia, 45(1), 79-96.
Beck, I. L., McKeown, M. G., & Kucan, L. (2002). Bringing words to life: Robust vocabulary instruction. New York: Guilford Press.
Bursuck, W., & Damer, M. (2007). Reading instruction for students who are at risk or have disabilities. Boston, MA: Pearson Education, Inc.
Casey, A., & Howe, K. (2002). Best practices in early literacy skills. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology IV (pp. 721-735). Bethesda, MD: NASP.
Cunningham, E. A., & Stanovich, E. K. (1997). Early reading acquisition and its relation to reading experience and ability 10 years later. Developmental Psychology, 33(6), 934-945.
Çakmak, T., & Yılmaz, B. (2009). Okul öncesi dönem çocuklarının okuma alışkanlığına hazırlık durumları üzerine bir araştırma: Hacettepe Üniversitesi Beytepe Anaokulu örneği. Türk Kütüphaneciliği, 23(3), 489-509.
Denton, K., & West, J. (2002). Children’s reading and mathematics achievement in kindergarten and first grade. (U.S. Department of Education, NCES 2002-125). Washington, DC: U.S. Government Printing Office.
Dickinson, D. K., & McCabe, A. (2001). Bringing it all together: The multiple origins, skills and environmental supports of early literacy. Learning Disabilities Research and Practice, 16(4), 186-202.
Dickinson, D., & Tabors, P. (2001). Beginning literacy with language: Young children learning at home and school. Baltimore: Paul H. Brookes.
Elliott, E., & Olliff, C. (2008). Developmentally appropriate emergent literacy activities for young children: Adapting the Early Literacy and Learning Model (ELLM). Early Childhood Education Journal, 35(6), 551-556.
Ergül, C., Akoğlu, G., Sarıca, A. D., Karaman, G., Tufan, M., Bahap-Kudret, Z., et al. (2016). An adapted dialogic reading program for Turkish kindergarteners from low socio-economic backgrounds. Journal of Education and Training Studies, 4(7), 169-184.
Ezell, H. K., & Justice, L. M. (2000). Increasing the print focus of adult-child shared book reading through observational learning. American Journal of Speech Language Pathology, 9(1), 36-47.
Fleury, U. P., Miramontez, S. H., Hudson, R. F., & Schwartz, I. S. (2014). Promoting active participation in book reading for preschoolers with Autism Spectrum Disorder: A preliminary study. Child Language Teaching and Therapy, 30(3), 273-288.
Foorman, B. R., Francis, D. J., Fletcher, J. M., Schatschneider, C., & Mehta, P. (1998). The role of instruction in learning to read: Preventing reading disabilities in at-risk children. Journal of Educational Psychology, 90(1), 37-55.
Greene, B. E., & Lynch-Brown, C. (2002). Effects of teachers' reading aloud styles on vocabulary acquisition and comprehension of students in the early elementary grades. Journal of Educational Psychology, 94(3), 465-473.
Griffith, P., & Olson, M. W. (1992). Phonemic awareness helps beginning readers break the code. Reading Teacher, 45(7), 516-523.
Hargrave, A. C., & Senechal, M. (2000). A book reading intervention with preschool children who have limited vocabularies: The benefits of regular reading and reading. Early Childhood Research Quarterly, 15(1), 75-90.
Hart, B., & Risley, T. (2003). The early catastrophe. American Educator, 27(4), 6-9.
Huebner, C. E., & Payne, K. (2010). Home support for emergent literacy: Follow-up of a community-based implementation of dialogic reading. Journal of Applied Developmental Psychology, 31(3), 195-201.
Huennekens, M. E., & Xu, Y. (2016). Using dialogic reading to enhance emergent literacy skills of young dual language learners. Early Childhood Development and Care, 186(2), 324-340.
Juel, C. (1988). Learning to read and write: A longitudinal study of fifty-four children from first through fourth grade. Journal of Educational Psychology, 80, 437-447.
Justice, L. M., & Ezell, H. (2002). Use of storybook reading to increase print awareness in at risk children. American Journal of Speech-Language Pathology, 11(1), 17-29.
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.
Justice, L. M., Kaderavek, J., Bowles, R. P., & Grimm, K. J. (2005). Language impairment, parent-child shared reading, and phonological awareness. Topics in Early Childhood Special Education, 25(3), 143-156.
Justice, L., Invernizzi, M., Geller, K., Sullivan, A., & Welsch, J. (2005). Descriptive-developmental performance of at-risk preschoolers on early literacy tasks. Reading Psychology, 26(1), 1-25.
Kotaman, H. (2008). Impacts of dialogical storybook reading on young children's reading attitudes and vocabulary development. Reading Improvement, 45(2), 55-61.
Kush, J. C., Watkins, M. W., & Brookhart, S. M. (2005). The temporal-interactive influence of reading achievement and reading attitude. Educational Research and Evaluation, 11(1), 29-44.
LaCour, M. M., McDonald, C., Tissington, L. D., & Thomason, G. (2013). Improving pre-kindergarten children’s attitude and interest in reading through a parent workshop on the use of dialogic reading techniques. Reading Improvement, 50(1), 1-11.
Lesiak, J. L. (1997). Research-based answers to questions about emergent literacy in kindergarten. Psychology in the Schools, 34(2), 143-160.
Lever, R., & Senechal, M. (2011). Discussing stories: On how a dialogic reading intervention improves kindergartners' oral narrative construction. Journal of Experimental Child Psychology, 108(1), 1-24.
Lomax, R., & McGee, L. (1987). Young children's concepts about print and reading: Toward a model of word reading acquisition. Reading Research Quarterly, 22(2), 237-256.
Lonigan, C. J., & Whitehurst, G. J. (1998). Relative efficacy of parent and teacher involvement in a shared- reading intervention for preschool children from low-income backgrounds. Early Childhood Research Quarterly, 13(2), 263-290.
Lundberg, L., Frost, J., & Peterson, O. (1988). Effects of an extensive program for stimulating phonological awareness in preschool children. Reading Research Quarterly, 23(3), 263-284.
Maclean, M., Bryant, P., & Bradley, L. (1987). Rhymes, nursery rhymes, and reading in early childhood. Merrill-Palmer Quarterly, 33(3), 255-281.
McCardle, P., Scarborough, H. S., & Catts. H. W. (2001). Predicting, explaining, and preventing reading difficulties. Learning Disabilities Research and Practice, 16(4), 230-239.
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.
Nelson, P. A. (2005). Could you and your students use a poetry get away? The Reading Teacher, 58(8), 771-773.
Neuman, S. B., & Dickinson, D. K. (Eds.). (2001). Handbook of early literacy research. New York: Guilford Publications.
Niklas, F., & Schneider, W. (2013). Home literacy environment and the beginning of reading and spelling. Contemporary Educational Psychology, 38(1), 40-50.
Pullen, P. C., & Justice, L. M. (2003). Enhancing phonological awareness, print awareness, and oral language skills in preschool children. Intervention in School and Clinic, 39(2), 87-98.
Raz, I. S., & Bryant, P. (1990). Social background, phonological awareness, and children's reading. British Journal of Developmental Psychology, 8(3), 209-225.
Riley, J. L. (1996). The ability to label the letters of the alphabet at school entry: A discussion on its value. Journal of Research in Reading, 19(2), 87-101.
Robbins, C., & Ehri, L. C. (1994). Reading storybooks to kindergartners helps them learn new vocabulary words. Journal of Educational Psychology, 86(1), 54-64.
Rush, K. L. (1999). Caregiver-child interactions and early literacy development of preschool children from low- income environments. Topics in Early Childhood Special Education, 19(1), 3-14.
Scarborough, H. S. (2001). Connecting early language and literacy to later reading (dis)abilities. In Neuman, S. B., & Dickinson, D. K. (Eds.), Handbook of early literacy research (pp. 97-110). New York, NY: Guilford Press.
Senechal, M. (1997). The differential effect of storybook reading on preschoolers’ acquisition of expressive and receptive vocabulary. Journal of Child Language, 24(1), 123-138.
Senechal, M., & Cornell, E. H. (1993). Vocabulary acquisition through shared reading experiences. Reading Research Quarterly, 28(4), 360-374.
Senechal, M., LeFevre, J., Thomas, E., & Daley, K. (1998). Differential effects of home literacy experiences on the development of oral and written language. Reading Research Quarterly, 33(1), 96-116.
Senechal, M., Thomas, E., & Monker, J. (1995). Individual differences in 4-year-old children’s acquisition of vocabulary during storybook reading. Journal of Educational Psychology, 87(2), 218-229.
Sim, S. S. H., Berthelsen, D., Walker, S., Nicholson, J. M., & Fielding-Barnsley, R. (2014). A shared reading intervention with parents to enhance young children’s early literacy skills. Early Child Development and Care, 184(11), 1531-1549.
Snow, C. E., Burns, M. S., & Griffin, P. (Eds.). (1998). Preventing reading difficulties in young children. Washington DC: National Academy Press.
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.
Spira, E. G., Bracken, S. S., & Fischel, E. J. (2005). Predicting improvement after first-grade reading difficulties: The effects of oral language, emergent literacy, and behavior skills. Developmental Psychology, 41(1), 225-234.
Stevenson, J., & Fredman, G. (1990). The social environmental correlates of reading ability. Journal of Child Psychology and Psychiatry, 31(5), 681-698.
Sulzby, E., & Teale, W. (1991). Emergent literacy. In R. Barr, M. L. Kamil, P. B. Mosenthal, & P. D. Pearson (Eds.), Handbook of reading research (Vol. 2, pp. 727-757). New York: Longman.
Şimşek, Z. E., & Işıkoğlu-Erdoğan, N. (2015). Effects of the dialogic and traditional reading techniques on children’s language development. Procedia-Social and Behavioral Sciences, 197, 754-758.
Towson, J., & Gallagher, P. A. (2016). Dialogic reading for young children with disabilities: A review of literature with suggestions for future research. Başkent University Journal of Education, 3(1), 58-71.
Uzuner, Y. (1997, Ekim). Filizlenen okur-yazarlık. Okul Öncesi Dönemde Özel Eğitim Semineri, Ankara.
Valdez-Menchaca, M. C., & Whitehurst, G. J. (1992). Accelerating language development through picture book reading: A systematic extension to Mexican day-care. Developmental Psychology, 28(6), 1106-1114.
Whitehurst, G. J., & Lonigan, C. (2001). Emergent literacy: Development from prereaders to readers. In S. Neuman & D. Dickinson (Eds.), Handbook of early literacy research (pp. 11-30). New York: Guilford.
Whitehurst, G. J., & Lonigan, C. J. (1998). Child development and emergent literacy. Child Development, 69(3), 848-872.
Whitehurst, G. J., Arnold, D. S., Epstein, J. N., Angell, A. L., Smith, M., & Fischel, J. E. (1994). A picture book reading intervention in day care and home for children from low-income families. Developmental Psychology, 30(5), 679-689.
Whitehurst, G. J., Epstein, J. N., Angell, A. L., Payne, A. C., Crone, D. A., & Fischel, J. E. (1994). Outcomes of an emergent literacy intervention in Head Start. Journal of Educational Psychology, 86(4), 542-555.
Whitehurst, G. J., Falco, F. L., Lonigan, C., Fischel, J. E., DeBaryshe, B. D., Valdez-Menchaca, M. C., et al. (1988). Accelerating language development through picture book reading. Developmental Psychology, 24(4), 552-558.
Yopp, H. K., & Yopp, R. H. (2000). Supporting phonemic awareness development in the classroom. The Reading Teacher, 54(2), 130-143.

Year 2016, Volume: 17 Issue: 02, 193 - 206, 05.08.2016

Cevriye Ergül Ayşe Dolunay Sarıca Gözde Akoğlu

https://doi.org/10.21565/ozelegitimdergisi.246307

Cited By: 20

Abstract

References

Aarnoutse, C., Van Leeuwe, J., & Verhoeven, L. (2005). Early literacy from a longitudinal perspective. Educational Research and Evaluation, 11(3), 253-275.
Armbruster, B. B., Lehr, F., & Osborn, J. (2003). Put reading first: The research building blocks for teaching children to read: Kindergarten through grade 3. Jessup, MD: National Institute for Literacy.
Arnold, D. H., Lonigan, C. J., Whitehurst, G. J., & Epstein, J. N. (1994). Accelerating language development through picture-book reading. Journal of Educational Psychology, 86(2), 235-243.
Badian, N. A. (1995). Predicting reading ability over the long term: The changing roles of letter-naming, phonological awareness and orthographic processing. Annals of Dyslexia, 45(1), 79-96.
Beck, I. L., McKeown, M. G., & Kucan, L. (2002). Bringing words to life: Robust vocabulary instruction. New York: Guilford Press.
Bursuck, W., & Damer, M. (2007). Reading instruction for students who are at risk or have disabilities. Boston, MA: Pearson Education, Inc.
Casey, A., & Howe, K. (2002). Best practices in early literacy skills. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology IV (pp. 721-735). Bethesda, MD: NASP.
Cunningham, E. A., & Stanovich, E. K. (1997). Early reading acquisition and its relation to reading experience and ability 10 years later. Developmental Psychology, 33(6), 934-945.
Çakmak, T., & Yılmaz, B. (2009). Okul öncesi dönem çocuklarının okuma alışkanlığına hazırlık durumları üzerine bir araştırma: Hacettepe Üniversitesi Beytepe Anaokulu örneği. Türk Kütüphaneciliği, 23(3), 489-509.
Denton, K., & West, J. (2002). Children’s reading and mathematics achievement in kindergarten and first grade. (U.S. Department of Education, NCES 2002-125). Washington, DC: U.S. Government Printing Office.
Dickinson, D. K., & McCabe, A. (2001). Bringing it all together: The multiple origins, skills and environmental supports of early literacy. Learning Disabilities Research and Practice, 16(4), 186-202.
Dickinson, D., & Tabors, P. (2001). Beginning literacy with language: Young children learning at home and school. Baltimore: Paul H. Brookes.
Elliott, E., & Olliff, C. (2008). Developmentally appropriate emergent literacy activities for young children: Adapting the Early Literacy and Learning Model (ELLM). Early Childhood Education Journal, 35(6), 551-556.
Ergül, C., Akoğlu, G., Sarıca, A. D., Karaman, G., Tufan, M., Bahap-Kudret, Z., et al. (2016). An adapted dialogic reading program for Turkish kindergarteners from low socio-economic backgrounds. Journal of Education and Training Studies, 4(7), 169-184.
Ezell, H. K., & Justice, L. M. (2000). Increasing the print focus of adult-child shared book reading through observational learning. American Journal of Speech Language Pathology, 9(1), 36-47.
Fleury, U. P., Miramontez, S. H., Hudson, R. F., & Schwartz, I. S. (2014). Promoting active participation in book reading for preschoolers with Autism Spectrum Disorder: A preliminary study. Child Language Teaching and Therapy, 30(3), 273-288.
Foorman, B. R., Francis, D. J., Fletcher, J. M., Schatschneider, C., & Mehta, P. (1998). The role of instruction in learning to read: Preventing reading disabilities in at-risk children. Journal of Educational Psychology, 90(1), 37-55.
Greene, B. E., & Lynch-Brown, C. (2002). Effects of teachers' reading aloud styles on vocabulary acquisition and comprehension of students in the early elementary grades. Journal of Educational Psychology, 94(3), 465-473.
Griffith, P., & Olson, M. W. (1992). Phonemic awareness helps beginning readers break the code. Reading Teacher, 45(7), 516-523.
Hargrave, A. C., & Senechal, M. (2000). A book reading intervention with preschool children who have limited vocabularies: The benefits of regular reading and reading. Early Childhood Research Quarterly, 15(1), 75-90.
Hart, B., & Risley, T. (2003). The early catastrophe. American Educator, 27(4), 6-9.
Huebner, C. E., & Payne, K. (2010). Home support for emergent literacy: Follow-up of a community-based implementation of dialogic reading. Journal of Applied Developmental Psychology, 31(3), 195-201.
Huennekens, M. E., & Xu, Y. (2016). Using dialogic reading to enhance emergent literacy skills of young dual language learners. Early Childhood Development and Care, 186(2), 324-340.
Juel, C. (1988). Learning to read and write: A longitudinal study of fifty-four children from first through fourth grade. Journal of Educational Psychology, 80, 437-447.
Justice, L. M., & Ezell, H. (2002). Use of storybook reading to increase print awareness in at risk children. American Journal of Speech-Language Pathology, 11(1), 17-29.
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.
Justice, L. M., Kaderavek, J., Bowles, R. P., & Grimm, K. J. (2005). Language impairment, parent-child shared reading, and phonological awareness. Topics in Early Childhood Special Education, 25(3), 143-156.
Justice, L., Invernizzi, M., Geller, K., Sullivan, A., & Welsch, J. (2005). Descriptive-developmental performance of at-risk preschoolers on early literacy tasks. Reading Psychology, 26(1), 1-25.
Kotaman, H. (2008). Impacts of dialogical storybook reading on young children's reading attitudes and vocabulary development. Reading Improvement, 45(2), 55-61.
Kush, J. C., Watkins, M. W., & Brookhart, S. M. (2005). The temporal-interactive influence of reading achievement and reading attitude. Educational Research and Evaluation, 11(1), 29-44.
LaCour, M. M., McDonald, C., Tissington, L. D., & Thomason, G. (2013). Improving pre-kindergarten children’s attitude and interest in reading through a parent workshop on the use of dialogic reading techniques. Reading Improvement, 50(1), 1-11.
Lesiak, J. L. (1997). Research-based answers to questions about emergent literacy in kindergarten. Psychology in the Schools, 34(2), 143-160.
Lever, R., & Senechal, M. (2011). Discussing stories: On how a dialogic reading intervention improves kindergartners' oral narrative construction. Journal of Experimental Child Psychology, 108(1), 1-24.
Lomax, R., & McGee, L. (1987). Young children's concepts about print and reading: Toward a model of word reading acquisition. Reading Research Quarterly, 22(2), 237-256.
Lonigan, C. J., & Whitehurst, G. J. (1998). Relative efficacy of parent and teacher involvement in a shared- reading intervention for preschool children from low-income backgrounds. Early Childhood Research Quarterly, 13(2), 263-290.
Lundberg, L., Frost, J., & Peterson, O. (1988). Effects of an extensive program for stimulating phonological awareness in preschool children. Reading Research Quarterly, 23(3), 263-284.
Maclean, M., Bryant, P., & Bradley, L. (1987). Rhymes, nursery rhymes, and reading in early childhood. Merrill-Palmer Quarterly, 33(3), 255-281.
McCardle, P., Scarborough, H. S., & Catts. H. W. (2001). Predicting, explaining, and preventing reading difficulties. Learning Disabilities Research and Practice, 16(4), 230-239.
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.
Nelson, P. A. (2005). Could you and your students use a poetry get away? The Reading Teacher, 58(8), 771-773.
Neuman, S. B., & Dickinson, D. K. (Eds.). (2001). Handbook of early literacy research. New York: Guilford Publications.
Niklas, F., & Schneider, W. (2013). Home literacy environment and the beginning of reading and spelling. Contemporary Educational Psychology, 38(1), 40-50.
Pullen, P. C., & Justice, L. M. (2003). Enhancing phonological awareness, print awareness, and oral language skills in preschool children. Intervention in School and Clinic, 39(2), 87-98.
Raz, I. S., & Bryant, P. (1990). Social background, phonological awareness, and children's reading. British Journal of Developmental Psychology, 8(3), 209-225.
Riley, J. L. (1996). The ability to label the letters of the alphabet at school entry: A discussion on its value. Journal of Research in Reading, 19(2), 87-101.
Robbins, C., & Ehri, L. C. (1994). Reading storybooks to kindergartners helps them learn new vocabulary words. Journal of Educational Psychology, 86(1), 54-64.
Rush, K. L. (1999). Caregiver-child interactions and early literacy development of preschool children from low- income environments. Topics in Early Childhood Special Education, 19(1), 3-14.
Scarborough, H. S. (2001). Connecting early language and literacy to later reading (dis)abilities. In Neuman, S. B., & Dickinson, D. K. (Eds.), Handbook of early literacy research (pp. 97-110). New York, NY: Guilford Press.
Senechal, M. (1997). The differential effect of storybook reading on preschoolers’ acquisition of expressive and receptive vocabulary. Journal of Child Language, 24(1), 123-138.
Senechal, M., & Cornell, E. H. (1993). Vocabulary acquisition through shared reading experiences. Reading Research Quarterly, 28(4), 360-374.
Senechal, M., LeFevre, J., Thomas, E., & Daley, K. (1998). Differential effects of home literacy experiences on the development of oral and written language. Reading Research Quarterly, 33(1), 96-116.
Senechal, M., Thomas, E., & Monker, J. (1995). Individual differences in 4-year-old children’s acquisition of vocabulary during storybook reading. Journal of Educational Psychology, 87(2), 218-229.
Sim, S. S. H., Berthelsen, D., Walker, S., Nicholson, J. M., & Fielding-Barnsley, R. (2014). A shared reading intervention with parents to enhance young children’s early literacy skills. Early Child Development and Care, 184(11), 1531-1549.
Snow, C. E., Burns, M. S., & Griffin, P. (Eds.). (1998). Preventing reading difficulties in young children. Washington DC: National Academy Press.
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.
Spira, E. G., Bracken, S. S., & Fischel, E. J. (2005). Predicting improvement after first-grade reading difficulties: The effects of oral language, emergent literacy, and behavior skills. Developmental Psychology, 41(1), 225-234.
Stevenson, J., & Fredman, G. (1990). The social environmental correlates of reading ability. Journal of Child Psychology and Psychiatry, 31(5), 681-698.
Sulzby, E., & Teale, W. (1991). Emergent literacy. In R. Barr, M. L. Kamil, P. B. Mosenthal, & P. D. Pearson (Eds.), Handbook of reading research (Vol. 2, pp. 727-757). New York: Longman.
Şimşek, Z. E., & Işıkoğlu-Erdoğan, N. (2015). Effects of the dialogic and traditional reading techniques on children’s language development. Procedia-Social and Behavioral Sciences, 197, 754-758.
Towson, J., & Gallagher, P. A. (2016). Dialogic reading for young children with disabilities: A review of literature with suggestions for future research. Başkent University Journal of Education, 3(1), 58-71.
Uzuner, Y. (1997, Ekim). Filizlenen okur-yazarlık. Okul Öncesi Dönemde Özel Eğitim Semineri, Ankara.
Valdez-Menchaca, M. C., & Whitehurst, G. J. (1992). Accelerating language development through picture book reading: A systematic extension to Mexican day-care. Developmental Psychology, 28(6), 1106-1114.
Whitehurst, G. J., & Lonigan, C. (2001). Emergent literacy: Development from prereaders to readers. In S. Neuman & D. Dickinson (Eds.), Handbook of early literacy research (pp. 11-30). New York: Guilford.
Whitehurst, G. J., & Lonigan, C. J. (1998). Child development and emergent literacy. Child Development, 69(3), 848-872.
Whitehurst, G. J., Arnold, D. S., Epstein, J. N., Angell, A. L., Smith, M., & Fischel, J. E. (1994). A picture book reading intervention in day care and home for children from low-income families. Developmental Psychology, 30(5), 679-689.
Whitehurst, G. J., Epstein, J. N., Angell, A. L., Payne, A. C., Crone, D. A., & Fischel, J. E. (1994). Outcomes of an emergent literacy intervention in Head Start. Journal of Educational Psychology, 86(4), 542-555.
Whitehurst, G. J., Falco, F. L., Lonigan, C., Fischel, J. E., DeBaryshe, B. D., Valdez-Menchaca, M. C., et al. (1988). Accelerating language development through picture book reading. Developmental Psychology, 24(4), 552-558.
Yopp, H. K., & Yopp, R. H. (2000). Supporting phonemic awareness development in the classroom. The Reading Teacher, 54(2), 130-143.

There are 68 citations in total.

Details

Journal Section	Articles
Authors	Cevriye Ergül Ayşe Dolunay Sarıca Gözde Akoğlu
Publication Date	August 5, 2016
Published in Issue	Year 2016 Volume: 17 Issue: 02

Cite

APA	Ergül, C., Sarıca, A. D., & Akoğlu, G. (2016). Etkileşimli Kitap Okuma: Dil ve Erken Okuryazarlık Becerilerinin Geliştirilmesinde Etkili Bir Yöntem. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 17(02), 193-206. https://doi.org/10.21565/ozelegitimdergisi.246307