Redirecting to http://dergipark.org.tr/_fragment?_hash=hffAG4N_Mcs9gO2Ff_Zz_2_XOKIMt6UCGEEt_SZosds&_path=id%3D1003866%26_format%3Dhtml%26_locale%3Dtr%26_controller%3DApp%255CController%255CSite%255CArticleController%253A%253AesiArticleStats.
Derleme
BibTex RIS Kaynak Göster

The Role of Socioeconomic Risk Factors in Parent-Child Interaction: Shared Book Reading, Child-Directed Speech, Million Word Gap

Yıl 2022, Cilt: 10 Sayı: 1, 15 - 31, 28.01.2022

Figen Turan , Raziye Yüksel Doğan

https://doi.org/10.16916/aded.1003866

Öz

Language development is a lifelong process that begins at birth. Child-directed speech is among the most critical environmental factors that shape children's language development. Depending on parental socioeconomic status, there are differences in the quality and quantity of child-directed speech, which can be counted among the important risk factors in the 21st century. The present review aimed to address socioeconomic differences in parent-child interactions, such as child-directed speech and shared book reading, especially the number of words heard in the early period. In this context, the study focused on likely risk factors due to income inequality in early childhood and discussed early childhood organizations at national and international levels to empower parents to optimize the development of their at-risk children.

Anahtar Kelimeler

language development socioeconomic status child-directed speech 30-million-word gap shared book reading

Kaynakça

  • AÇEV (t.y.). Okuyan Bir Gelecek Projesi. Erişim adresi: https://okuyanbirgelecek.acev.org/
  • Anlar, B., Serdaroğlu, A. ve Yakut, A. (2008). Gelişimsel çocuk nörolojisi. Ankara: Hacettepe Üniversitesi Hastaneleri Basımevi.
  • Berkule, S. B., Dreyer, B. P., Huberman, H. S., Fierman, A. H., & Mendelsohn, A. L. (2007). Attitudes about shared reading among at-risk mothers of newborn babies. Ambulatory Pediatrics: The Official Journal of the Ambulatory Pediatric Association, 7(1), 45-50.
  • Bir Milyon Kitap (2019). 1 Milyon Çocuğun İlk Kütüphanesini Birlikte Kuruyoruz! Erişim adresi: https://1milyonkitap.com/
  • 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), 1-21.
  • Cengiz, Ö. (2013). Türk annelerin çocuklarına kitap okurken kullandıkları dil. Hacettepe Üniversitesi Edebiyat Fakültesi Dergisi, 30(1), 97–114.
  • Chow, B. W.-Y., McBride-Chang, C., Cheung, H., & Chow, C. S.-L. (2008). Dialogic reading and morphology training in Chinese children: effects on language and literacy. Developmental Psychology, 44(1), 233.
  • Cirhinlioğlu, F. G. (2015). Çocuk gelişimi ve ruh sağlığı. Ankara: Nobel Akademik Yayıncılık.
  • Connell, C., & Prinz, R. (2002). The impact of childcare and parent–child interactions on school readiness and social skills development for low-income African American children. Journal of School Psychology, 40(2), 177-193.
  • De Temple, J., & Snow, C. E. (2003). Learning words from books. In A. v. Kleeck, S. A. Stahl, & E. B. Bauer (Ed.), On reading books to children: Teachers and parents (s. 29-48). Mahwah, NJ, US: Lawrence Erlbaum Associates Publishers.
  • Demir, Ö. E. ve Küntay, A. (2013). Dil ve iletişim becerilerinin gelişiminde ebeveynlik etkileri. M. Sayıl, ve B. Yağmurlu (Ed.), Ana babalık: Kuram ve araştırma içinde (s. 295–327). İstanbul: Koç University Press.
  • Durham, R., Farkas, G., Hammer, C., Tomblin, J., & Catts, H. (2007). Kindergarten oral language skill: A key variable in the intergenerational transmission of socioeconomic status. Research in Social Stratification and Mobility, 25, 294-305.
  • EDUCARE (2003). About. Erişim adresi: https://www.educareschools.org/
  • Ezell, H. K., & Justice, L. M. (2005). Shared storybook reading: Building young children’s language and emergent literacy skills. Baltimore, MD: Brookes Publishing.
  • Farkas, G., & Beron, K. (2004). The detailed age trajectory of oral vocabulary knowledge: Differences by class and race. Social Science Research, 33(3), 464-497.
  • Farrant, B. M., & Zubrick, S. R. (2013). Parent–child book reading across early childhood and child vocabulary in the early school years: Findings from the longitudinal study of Australian children. First Language, 33(3), 280-293.
  • Fernald, A., Marchman, V. A., & Weisleder, A. (2013). SES differences in language processing skill and vocabulary are evident at 18 months. Developmental Science, 16(2), 234–248.
  • Finnegan, J., Telfer, C., Warren, H., Lawton, K., & Nutbrown, E. (2015). Ready to read: Closing the gap in early language skills so that every child in Scotland can read well. Erişim adresi: https://resourcecentre.savethechildren.net/node/8462/pdf/read_on_get_on.pdf
  • Gilkerson, J., Richards, J. A., Warren, S. F., Montgomery, J. K., Greenwood, C. R., Kimbrough Oller, D., Hansen, J., & Paul, T. D. (2017). Mapping the early language environment using all-day recordings and automated analysis. American Journal of Speech-Language Pathology, 26(2), 248–265.
  • Hart, B., & Risley, T. R. (1995). Meaningful differences in the everyday experience of young American children. Baltimore, MD: Paul H Brookes Publishing Company
  • Hart, B., & Risley, T. R. (1999). The social world of children: Learning to talk. Baltimore, MD: PH Brookes Publishing.
  • Hart, B., & Risley, T. R. (2003). The early catastrophe: The 30 million word gap by age 3. American Educator, 27(1), 4-9.
  • Hirsh-Pasek, K., Adamson, L. B., Bakeman, R., Owen, M. T., Golinkoff, R. M., Pace, A., Yust, P. K., & Suma, K. (2015). The contribution of early communication quality to low-income children's language success. Psychological Science, 26(7), 1071–1083.
  • Hoff-Ginsberg, E. (1991). Mother-child conversation in different social classes and communicative settings. Child Development, 62(4), 782-796.
  • Hoff, E. (2003a). Causes and consequences of SES-related differences in parent-to-child speech. In M. H. Bornstein, R. H. Bradley (Ed). Socioeconomic status, parenting, and child development (s. 147-160). Mahwah, NJ, US: Lawrence Erlbaum Associates Publishers.
  • Hoff, E. (2003b). The specificity of environmental influence: socioeconomic status affects early vocabulary development via maternal speech. Child Development, 74(5), 1368-1378.
  • Hoff, E. (2006). How social contexts support and shape language development. Developmental Review, 26(1), 55-88.
  • Hoff, E. (2013). Interpreting the early language trajectories of children from low-SES and language minority homes: implications for closing achievement gaps. Developmental Psychology, 49(1), 4-14.
  • Hoff, E., Laursen, B., & Tardif, T. (2002). Socioeconomic status and parenting. In. M. H. Bornstein (Ed.) Handbook of parenting: Biology and ecology of parenting (s. 231-252). Mahwah, NJ, US: Lawrence Erlbaum Associates Publishers.
  • Hoff, E., & Naigles, L. (2002). How children use input to acquire a lexicon. Child Development, 73(2), 418-433.
  • Hurtado, N., Marchman, V. A., & Fernald, A. (2008). Does input influence uptake? Links between maternal talk, processing speed and vocabulary size in Spanish‐learning children. Developmental Science, 11(6), F31-F39.
  • Huttenlocher, J., Haight, W., Bryk, A., Seltzer, M., & Lyons, T. (1991). Early vocabulary growth: Relation to language input and gender. Developmental Psychology, 27(2), 236-248.
  • Huttenlocher, J., Vasilyeva, M., Cymerman, E., & Levine, S. (2002). Language input and child syntax. Cognitive psychology, 45(3), 337-374.
  • Huttenlocher, J., Vasilyeva, M., Waterfall, H. R., Vevea, J. L., & Hedges, L. V. (2007). The varieties of speech to young children. Developmental Psychology, 43(5), 1062.
  • Işıkoğlu Erdoğan, N. (2016). Erken çocukluk döneminde çocuk-ebeveyn birlikte okuma etkinliklerinin incelenmesi. Kastamonu Eğitim Dergisi, 24(3), 1071-1086.
  • 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.
  • Karacan, E. (2000). Language development of infants and children. Klinik Psikiyatri Dergisi, 3(4), 263-268.
  • Kuo, A. A., Franke, T. M., Regalado, M., & Halfon, N. (2004). Parent report of reading to young children. Pediatrics, 113(5), 1944-1951. Erişim adresi: https://pediatrics.aappublications.org/content/pediatrics/113/Supplement_5/1944.full.pdf
  • Kuo, A. A., Franke, T. M., Regalado, M., & Halfon, N. (2004). Parent report of reading to young children. Pediatrics, 113(6), 1944-1951.
  • Lefebvre, P., Trudeau, N., & Sutton, A. (2011). Enhancing vocabulary, print awareness and phonological awareness through shared storybook reading with low-income preschoolers. Journal of Early Childhood Literacy, 11(4), 453-479.
  • Levine, S. C., Suriyakham, L. W., Rowe, M. L., Huttenlocher, J., & Gunderson, E. A. (2010). What counts in the development of young children's number knowledge? Developmental Psychology, 46(5), 1309-1319.
  • Logan, J. A., Justice, L. M., Yumus, M., & Chaparro-Moreno, L. J. (2019). When children are not read to at home: The million word gap. Journal of Developmental & Behavioral Pediatrics, 40(5), 383-386.
  • Lonigan, C. J., Schatschneider, C., & Westberg, L. (2008). Identification of children’ s skills and abilities linked to later outcomes in reading, writing, and spelling. Erişim adresi: https://lincs.ed.gov/publications/pdf/NELPReport09.pdf
  • Maviş, İ. (2005). Çocukta dil edinim kuramları. S. S. Topbaş (Ed.), Dil ve kavram gelişimi içinde (s. 123–139). Ankara: Kök Yayıncılık.
  • Miller, P. J., & Sperry, D. E. (2012). Déjà vu: The continuing misrecognition of low-income children's verbal abilities. In S. T. Fiske & H. R. Markus (Eds.), Facing social class: How societal rank influences interaction (pp. 109–130). New York: Russell Sage Foundation.
  • Muslugüme, E. (2016). Dil gelişimini destekleyici ebeveyn eğitim programının sosyo ekonomik düzeyi düşük ailelerin çocuklarının dil gelişimine etkisi. (Yüksek Lisans Tezi). Pamukkale Üniversitesi Eğitim Bilimleri Enstitüsü, Denizli.
  • Öztürk Dağabakan, F. ve Dağabakan, D. (2007). Dil ve çocukta dil gelişim kuramları. Milli Eğitim Dergisi, 36(174), 155-161.
  • Raising Readers (2020). About us. Erişim adresi: https://www.raisingreaders.org/
  • Reese, E. (1995). Predicting children's literacy from mother-child conversations. Cognitive Development, 10(3), 381-405.
  • Rodríguez, B. L., Hines, R., & Montiel, M. (2009). Mexican American mothers of low and middle socioeconomic status: Communication behaviors and interactive strategies during shared book reading. Language, Speech, and Hearing Services in Schools, 40(3), 271-282.
  • Rodriguez, E. T., & Tamis-LeMonda, C. S. (2011). Trajectories of the home learning environment across the first 5 years: Associations with children's vocabulary and literacy skills at prekindergarten. Child Development, 82(4), 1058-1075.
  • Romeo, R. R., Leonard, J. A., Robinson, S. T., West, M. R., Mackey, A. P., Rowe, M. L., & Gabrieli, J. (2018). Beyond the 30-Million-Word Gap: Children's conversational exposure is associated with language-related brain function. Psychological Science, 29(5), 700–710.
  • Rowe, M. L. (2008). Child-directed speech: Relation to socioeconomic status, knowledge of child development and child vocabulary skill. Journal of Child Language, 35(1), 185–205.
  • Santrock, J. W. (2014). Yaşam boyu gelişim (G. Yüksel, Çev.). Ankara: Nobel Akademik Yayıncılık.
  • Sarsour, K., Sheridan, M., Jutte, D., Nuru-Jeter, A., Hinshaw, S., & Boyce, W. (2011). Family socioeconomic status and child executive functions: The roles of language, home environment, and single parenthood. Journal of the International Neuropsychological Society, 17(1), 120-132.
  • Sénéchal, M., Thomas, E., & Monker, J. A. (1995). Individual differences in 4-year-old children's acquisition of vocabulary during storybook reading. Journal of Educational Psychology, 87(2), 218-229.
  • Senemoğlu, N. (1989). Okulöncesi eğitimde dilin önemi. Milli Eğitim Vakfı Dergisi, 4(14), 21-22.
  • Shahaeian, A., Wang, C., Tucker-Drob, E., Geiger, V., Bus, A. G., & Harrison, L. J. (2018). Early shared reading, socioeconomic status, and children’s cognitive and school competencies: Six years of longitudinal evidence. Scientific Studies of Reading, 22(6), 485-502.
  • Snow, C. E., Pan, B. A., Imbens-Bailey, A., & Herman, J. (1996). Learning how to say what one means: A longitudinal study of children's speech act use. Social Development, 5(1), 56-84.
  • Sperry, D. E., Sperry, L. L., & Miller, P. J. (2019). Reexamining the verbal environments of children from different socioeconomic backgrounds. Child Development, 90(4), 1303-1318.
  • Suskind, D. (2018). Otuz milyon kelime: Çocuğunuzun beynini geliştirin (2. bs.). Ankara: Buzdağı Yayınevi.
  • Providence Talks (t.y.). About. Erişim adresi: http://www.providencetalks.org/
  • The Family Conservancy (t.y.). Start young: For success in wyandotte county. Erişim adresi: https://www.thefamilyconservancy.org/start-young-project/
  • Too Small To Fail (2014). Talking, reading and singing together. Talking is teaching. Erişim adresi https://talkingisteaching.org/
  • Turan, F. (2012). Normal ve özel gereksinimli çocuğu olan annelerin çocuklarının dil edinimine ilişkin
  • görüşleri ile çocuklarıyla etkileşim biçimlerinin karşılaştırılması. Eğitim ve Bilim, 37(166), 290 -302.
  • Turan, F. (2020). Erken okuryazarlık becerileri ve paylaşımlı kitap okuma. Ş. Ceylan (Ed.)., Çocuk edebiyatı içinde (s. 147-165). Ankara: Eğiten Kitap.
  • Turan, F. ve Akoğlu, G. (2014). Home literacy environment and phonological awareness skills in preschool children. Hacettepe University Journal of Education, 29(3), 153-166.
  • Turan F. ve Topcu, Z. G. (2016). İletişim ve dil gelişimi. N. Metin (Ed.). Doğum öncesinden ergenliğe çocuk gelişimi içinde (s. 123-163). Ankara: Pegem Akademi Yayıncılık.
  • Turan, F. ve Topcu, Z. G. (2018). Erken okuryazarlık üzerinde paylaşımlı kitap okumanın rolü: Okul ve ev ortamı açısından etkileri. H.Ü. Sağlık Bilimleri Fakültesi Dergisi, 5(1), 11-33.
  • 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.
  • Vroom (t.y.). Hello, Brain Builder. Erişim adresi: https://www.vroom.org/
  • What Works Clearinghouse (2015). Shared Book Reading. What Works Clearinghouse Intervention Report. Erişim adresi: https://ies.ed.gov/ncee/wwc/Docs/InterventionReports/wwc_sharedbook_041415.pdf
  • Wasik, B. A., & Hindman, A. H. (2015). Talk alone won’t close the 30-million word gap. Phi Delta Kappan, 96(6), 50-54.
  • Weisleder, A., & Fernald, A. (2013). Talking to children matters: Early language experience strengthens processing and builds vocabulary. Psychological Science, 24(11), 2143-2152.
  • Weizman, Z. O., & Snow, C. E. (2001). Lexical output as related to children's vocabulary acquisition: Effects of sophisticated exposure and support for meaning. Developmental Psychology, 37(2), 265-279.
  • Whitehurst, G. J., & Lonigan, C. J. (1998). Child Development and Emergent Literacy. Child Development, 69(3), 848-872.

Sosyoekonomik Risk Faktörlerinin Ebeveyn-Çocuk Etkileşimindeki Rolü: Paylaşımlı Kitap Okuma, Çocuğa Yöneltilen Dil, Sözcük Dağarcığı Farkı

Yıl 2022, Cilt: 10 Sayı: 1, 15 - 31, 28.01.2022

Figen Turan , Raziye Yüksel Doğan

https://doi.org/10.16916/aded.1003866

Öz

Dil gelişimi, doğumdan itibaren hızlı bir şekilde gelişmeye başlayarak, yaşam boyu devam eden bir süreçtir. Ebeveynin çocuğuna yönelttiği dil, çocukların dil gelişimini şekillendiren en önemli çevresel faktörlerden biridir. Ebeveynlerin sosyoekonomik düzeyine bağlı olarak çocuklarına yönelttiği dilin niceliği ve niteliği arasında farklılıklar olduğu görülmekte olup bu farklılıkların, 21. yüzyılın en önemli risk faktörlerinden biri olduğu düşünülmektedir. Bu derlemede, erken dönemde işitilen sözcük sayısı başta olmak üzere ebeveynin çocuğa yönelttiği dil ve paylaşımlı kitap okuma gibi ebeveyn-çocuk etkileşiminde sosyoekonomik durumdan kaynaklanan farklılıkların ele alınması amaçlanmıştır. Bu kapsamda çalışmada, erken dönemde gelir düzeyi düşüklüğü sonucu oluşabilecek risk faktörleri üzerinde durulmuş ve risk altındaki çocukların gelişimsel potansiyelini en uygun seviyeye ulaştırmak amacıyla ebeveynleri güçlendirmeye yönelik ulusal ve uluslararası düzeyde erken çocukluk dönemi organizasyonları ele alınmıştır.

Anahtar Kelimeler

dil gelişimi sosyoekonomik durum çocuğa yöneltilen dil 30 milyon sözcük farkı paylaşımlı kitap okuma

Kaynakça

  • AÇEV (t.y.). Okuyan Bir Gelecek Projesi. Erişim adresi: https://okuyanbirgelecek.acev.org/
  • Anlar, B., Serdaroğlu, A. ve Yakut, A. (2008). Gelişimsel çocuk nörolojisi. Ankara: Hacettepe Üniversitesi Hastaneleri Basımevi.
  • Berkule, S. B., Dreyer, B. P., Huberman, H. S., Fierman, A. H., & Mendelsohn, A. L. (2007). Attitudes about shared reading among at-risk mothers of newborn babies. Ambulatory Pediatrics: The Official Journal of the Ambulatory Pediatric Association, 7(1), 45-50.
  • Bir Milyon Kitap (2019). 1 Milyon Çocuğun İlk Kütüphanesini Birlikte Kuruyoruz! Erişim adresi: https://1milyonkitap.com/
  • 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), 1-21.
  • Cengiz, Ö. (2013). Türk annelerin çocuklarına kitap okurken kullandıkları dil. Hacettepe Üniversitesi Edebiyat Fakültesi Dergisi, 30(1), 97–114.
  • Chow, B. W.-Y., McBride-Chang, C., Cheung, H., & Chow, C. S.-L. (2008). Dialogic reading and morphology training in Chinese children: effects on language and literacy. Developmental Psychology, 44(1), 233.
  • Cirhinlioğlu, F. G. (2015). Çocuk gelişimi ve ruh sağlığı. Ankara: Nobel Akademik Yayıncılık.
  • Connell, C., & Prinz, R. (2002). The impact of childcare and parent–child interactions on school readiness and social skills development for low-income African American children. Journal of School Psychology, 40(2), 177-193.
  • De Temple, J., & Snow, C. E. (2003). Learning words from books. In A. v. Kleeck, S. A. Stahl, & E. B. Bauer (Ed.), On reading books to children: Teachers and parents (s. 29-48). Mahwah, NJ, US: Lawrence Erlbaum Associates Publishers.
  • Demir, Ö. E. ve Küntay, A. (2013). Dil ve iletişim becerilerinin gelişiminde ebeveynlik etkileri. M. Sayıl, ve B. Yağmurlu (Ed.), Ana babalık: Kuram ve araştırma içinde (s. 295–327). İstanbul: Koç University Press.
  • Durham, R., Farkas, G., Hammer, C., Tomblin, J., & Catts, H. (2007). Kindergarten oral language skill: A key variable in the intergenerational transmission of socioeconomic status. Research in Social Stratification and Mobility, 25, 294-305.
  • EDUCARE (2003). About. Erişim adresi: https://www.educareschools.org/
  • Ezell, H. K., & Justice, L. M. (2005). Shared storybook reading: Building young children’s language and emergent literacy skills. Baltimore, MD: Brookes Publishing.
  • Farkas, G., & Beron, K. (2004). The detailed age trajectory of oral vocabulary knowledge: Differences by class and race. Social Science Research, 33(3), 464-497.
  • Farrant, B. M., & Zubrick, S. R. (2013). Parent–child book reading across early childhood and child vocabulary in the early school years: Findings from the longitudinal study of Australian children. First Language, 33(3), 280-293.
  • Fernald, A., Marchman, V. A., & Weisleder, A. (2013). SES differences in language processing skill and vocabulary are evident at 18 months. Developmental Science, 16(2), 234–248.
  • Finnegan, J., Telfer, C., Warren, H., Lawton, K., & Nutbrown, E. (2015). Ready to read: Closing the gap in early language skills so that every child in Scotland can read well. Erişim adresi: https://resourcecentre.savethechildren.net/node/8462/pdf/read_on_get_on.pdf
  • Gilkerson, J., Richards, J. A., Warren, S. F., Montgomery, J. K., Greenwood, C. R., Kimbrough Oller, D., Hansen, J., & Paul, T. D. (2017). Mapping the early language environment using all-day recordings and automated analysis. American Journal of Speech-Language Pathology, 26(2), 248–265.
  • Hart, B., & Risley, T. R. (1995). Meaningful differences in the everyday experience of young American children. Baltimore, MD: Paul H Brookes Publishing Company
  • Hart, B., & Risley, T. R. (1999). The social world of children: Learning to talk. Baltimore, MD: PH Brookes Publishing.
  • Hart, B., & Risley, T. R. (2003). The early catastrophe: The 30 million word gap by age 3. American Educator, 27(1), 4-9.
  • Hirsh-Pasek, K., Adamson, L. B., Bakeman, R., Owen, M. T., Golinkoff, R. M., Pace, A., Yust, P. K., & Suma, K. (2015). The contribution of early communication quality to low-income children's language success. Psychological Science, 26(7), 1071–1083.
  • Hoff-Ginsberg, E. (1991). Mother-child conversation in different social classes and communicative settings. Child Development, 62(4), 782-796.
  • Hoff, E. (2003a). Causes and consequences of SES-related differences in parent-to-child speech. In M. H. Bornstein, R. H. Bradley (Ed). Socioeconomic status, parenting, and child development (s. 147-160). Mahwah, NJ, US: Lawrence Erlbaum Associates Publishers.
  • Hoff, E. (2003b). The specificity of environmental influence: socioeconomic status affects early vocabulary development via maternal speech. Child Development, 74(5), 1368-1378.
  • Hoff, E. (2006). How social contexts support and shape language development. Developmental Review, 26(1), 55-88.
  • Hoff, E. (2013). Interpreting the early language trajectories of children from low-SES and language minority homes: implications for closing achievement gaps. Developmental Psychology, 49(1), 4-14.
  • Hoff, E., Laursen, B., & Tardif, T. (2002). Socioeconomic status and parenting. In. M. H. Bornstein (Ed.) Handbook of parenting: Biology and ecology of parenting (s. 231-252). Mahwah, NJ, US: Lawrence Erlbaum Associates Publishers.
  • Hoff, E., & Naigles, L. (2002). How children use input to acquire a lexicon. Child Development, 73(2), 418-433.
  • Hurtado, N., Marchman, V. A., & Fernald, A. (2008). Does input influence uptake? Links between maternal talk, processing speed and vocabulary size in Spanish‐learning children. Developmental Science, 11(6), F31-F39.
  • Huttenlocher, J., Haight, W., Bryk, A., Seltzer, M., & Lyons, T. (1991). Early vocabulary growth: Relation to language input and gender. Developmental Psychology, 27(2), 236-248.
  • Huttenlocher, J., Vasilyeva, M., Cymerman, E., & Levine, S. (2002). Language input and child syntax. Cognitive psychology, 45(3), 337-374.
  • Huttenlocher, J., Vasilyeva, M., Waterfall, H. R., Vevea, J. L., & Hedges, L. V. (2007). The varieties of speech to young children. Developmental Psychology, 43(5), 1062.
  • Işıkoğlu Erdoğan, N. (2016). Erken çocukluk döneminde çocuk-ebeveyn birlikte okuma etkinliklerinin incelenmesi. Kastamonu Eğitim Dergisi, 24(3), 1071-1086.
  • 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.
  • Karacan, E. (2000). Language development of infants and children. Klinik Psikiyatri Dergisi, 3(4), 263-268.
  • Kuo, A. A., Franke, T. M., Regalado, M., & Halfon, N. (2004). Parent report of reading to young children. Pediatrics, 113(5), 1944-1951. Erişim adresi: https://pediatrics.aappublications.org/content/pediatrics/113/Supplement_5/1944.full.pdf
  • Kuo, A. A., Franke, T. M., Regalado, M., & Halfon, N. (2004). Parent report of reading to young children. Pediatrics, 113(6), 1944-1951.
  • Lefebvre, P., Trudeau, N., & Sutton, A. (2011). Enhancing vocabulary, print awareness and phonological awareness through shared storybook reading with low-income preschoolers. Journal of Early Childhood Literacy, 11(4), 453-479.
  • Levine, S. C., Suriyakham, L. W., Rowe, M. L., Huttenlocher, J., & Gunderson, E. A. (2010). What counts in the development of young children's number knowledge? Developmental Psychology, 46(5), 1309-1319.
  • Logan, J. A., Justice, L. M., Yumus, M., & Chaparro-Moreno, L. J. (2019). When children are not read to at home: The million word gap. Journal of Developmental & Behavioral Pediatrics, 40(5), 383-386.
  • Lonigan, C. J., Schatschneider, C., & Westberg, L. (2008). Identification of children’ s skills and abilities linked to later outcomes in reading, writing, and spelling. Erişim adresi: https://lincs.ed.gov/publications/pdf/NELPReport09.pdf
  • Maviş, İ. (2005). Çocukta dil edinim kuramları. S. S. Topbaş (Ed.), Dil ve kavram gelişimi içinde (s. 123–139). Ankara: Kök Yayıncılık.
  • Miller, P. J., & Sperry, D. E. (2012). Déjà vu: The continuing misrecognition of low-income children's verbal abilities. In S. T. Fiske & H. R. Markus (Eds.), Facing social class: How societal rank influences interaction (pp. 109–130). New York: Russell Sage Foundation.
  • Muslugüme, E. (2016). Dil gelişimini destekleyici ebeveyn eğitim programının sosyo ekonomik düzeyi düşük ailelerin çocuklarının dil gelişimine etkisi. (Yüksek Lisans Tezi). Pamukkale Üniversitesi Eğitim Bilimleri Enstitüsü, Denizli.
  • Öztürk Dağabakan, F. ve Dağabakan, D. (2007). Dil ve çocukta dil gelişim kuramları. Milli Eğitim Dergisi, 36(174), 155-161.
  • Raising Readers (2020). About us. Erişim adresi: https://www.raisingreaders.org/
  • Reese, E. (1995). Predicting children's literacy from mother-child conversations. Cognitive Development, 10(3), 381-405.
  • Rodríguez, B. L., Hines, R., & Montiel, M. (2009). Mexican American mothers of low and middle socioeconomic status: Communication behaviors and interactive strategies during shared book reading. Language, Speech, and Hearing Services in Schools, 40(3), 271-282.
  • Rodriguez, E. T., & Tamis-LeMonda, C. S. (2011). Trajectories of the home learning environment across the first 5 years: Associations with children's vocabulary and literacy skills at prekindergarten. Child Development, 82(4), 1058-1075.
  • Romeo, R. R., Leonard, J. A., Robinson, S. T., West, M. R., Mackey, A. P., Rowe, M. L., & Gabrieli, J. (2018). Beyond the 30-Million-Word Gap: Children's conversational exposure is associated with language-related brain function. Psychological Science, 29(5), 700–710.
  • Rowe, M. L. (2008). Child-directed speech: Relation to socioeconomic status, knowledge of child development and child vocabulary skill. Journal of Child Language, 35(1), 185–205.
  • Santrock, J. W. (2014). Yaşam boyu gelişim (G. Yüksel, Çev.). Ankara: Nobel Akademik Yayıncılık.
  • Sarsour, K., Sheridan, M., Jutte, D., Nuru-Jeter, A., Hinshaw, S., & Boyce, W. (2011). Family socioeconomic status and child executive functions: The roles of language, home environment, and single parenthood. Journal of the International Neuropsychological Society, 17(1), 120-132.
  • Sénéchal, M., Thomas, E., & Monker, J. A. (1995). Individual differences in 4-year-old children's acquisition of vocabulary during storybook reading. Journal of Educational Psychology, 87(2), 218-229.
  • Senemoğlu, N. (1989). Okulöncesi eğitimde dilin önemi. Milli Eğitim Vakfı Dergisi, 4(14), 21-22.
  • Shahaeian, A., Wang, C., Tucker-Drob, E., Geiger, V., Bus, A. G., & Harrison, L. J. (2018). Early shared reading, socioeconomic status, and children’s cognitive and school competencies: Six years of longitudinal evidence. Scientific Studies of Reading, 22(6), 485-502.
  • Snow, C. E., Pan, B. A., Imbens-Bailey, A., & Herman, J. (1996). Learning how to say what one means: A longitudinal study of children's speech act use. Social Development, 5(1), 56-84.
  • Sperry, D. E., Sperry, L. L., & Miller, P. J. (2019). Reexamining the verbal environments of children from different socioeconomic backgrounds. Child Development, 90(4), 1303-1318.
  • Suskind, D. (2018). Otuz milyon kelime: Çocuğunuzun beynini geliştirin (2. bs.). Ankara: Buzdağı Yayınevi.
  • Providence Talks (t.y.). About. Erişim adresi: http://www.providencetalks.org/
  • The Family Conservancy (t.y.). Start young: For success in wyandotte county. Erişim adresi: https://www.thefamilyconservancy.org/start-young-project/
  • Too Small To Fail (2014). Talking, reading and singing together. Talking is teaching. Erişim adresi https://talkingisteaching.org/
  • Turan, F. (2012). Normal ve özel gereksinimli çocuğu olan annelerin çocuklarının dil edinimine ilişkin
  • görüşleri ile çocuklarıyla etkileşim biçimlerinin karşılaştırılması. Eğitim ve Bilim, 37(166), 290 -302.
  • Turan, F. (2020). Erken okuryazarlık becerileri ve paylaşımlı kitap okuma. Ş. Ceylan (Ed.)., Çocuk edebiyatı içinde (s. 147-165). Ankara: Eğiten Kitap.
  • Turan, F. ve Akoğlu, G. (2014). Home literacy environment and phonological awareness skills in preschool children. Hacettepe University Journal of Education, 29(3), 153-166.
  • Turan F. ve Topcu, Z. G. (2016). İletişim ve dil gelişimi. N. Metin (Ed.). Doğum öncesinden ergenliğe çocuk gelişimi içinde (s. 123-163). Ankara: Pegem Akademi Yayıncılık.
  • Turan, F. ve Topcu, Z. G. (2018). Erken okuryazarlık üzerinde paylaşımlı kitap okumanın rolü: Okul ve ev ortamı açısından etkileri. H.Ü. Sağlık Bilimleri Fakültesi Dergisi, 5(1), 11-33.
  • 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.
  • Vroom (t.y.). Hello, Brain Builder. Erişim adresi: https://www.vroom.org/
  • What Works Clearinghouse (2015). Shared Book Reading. What Works Clearinghouse Intervention Report. Erişim adresi: https://ies.ed.gov/ncee/wwc/Docs/InterventionReports/wwc_sharedbook_041415.pdf
  • Wasik, B. A., & Hindman, A. H. (2015). Talk alone won’t close the 30-million word gap. Phi Delta Kappan, 96(6), 50-54.
  • Weisleder, A., & Fernald, A. (2013). Talking to children matters: Early language experience strengthens processing and builds vocabulary. Psychological Science, 24(11), 2143-2152.
  • Weizman, Z. O., & Snow, C. E. (2001). Lexical output as related to children's vocabulary acquisition: Effects of sophisticated exposure and support for meaning. Developmental Psychology, 37(2), 265-279.
  • Whitehurst, G. J., & Lonigan, C. J. (1998). Child Development and Emergent Literacy. Child Development, 69(3), 848-872.
Toplam 77 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Eğitim Üzerine Çalışmalar
Bölüm Makaleler
Yazarlar

Figen Turan 0000-0002-9785-105X

Raziye Yüksel Doğan 0000-0002-9620-9081

Yayımlanma Tarihi 28 Ocak 2022
Yayımlandığı Sayı Yıl 2022 Cilt: 10 Sayı: 1

Kaynak Göster

APA Turan, F., & Yüksel Doğan, R. (2022). Sosyoekonomik Risk Faktörlerinin Ebeveyn-Çocuk Etkileşimindeki Rolü: Paylaşımlı Kitap Okuma, Çocuğa Yöneltilen Dil, Sözcük Dağarcığı Farkı. Ana Dili Eğitimi Dergisi, 10(1), 15-31. https://doi.org/10.16916/aded.1003866

88x31.png

Ana Dili Eğitimi Dergisi Creative Commons Alıntı-Gayriticari 4.0 Uluslararası Lisansı ile lisanslanmıştır.