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

Yıl 2025, Cilt: 13 Sayı: 3, 636 - 654, 24.07.2025

Büşra Çelik , Gülden Uyanık , Hülya Bilgin

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

Öz

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.

Anahtar Kelimeler

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

Etik Beyan

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.

Kaynakça

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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.
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  • Brannon, D. and Linda, D. (2014). The effectiveness of dialogic reading in increasing English language learning preschool children's expressive language. International Research in Early Childhood Education, 5(1), 1-10.
  • Brannon, D., Dauksas, L., Coleman, N., Israelson, L. and Williams, T. (2013). Measuring the effect that the partners’ dialogic reading program has on preschool children’s expressive language. Creative Education, 4(7), 14-17.
  • Chang, C. J., & Luo, Y. H. (2019). A longitudinal study of maternal interaction strategies during joint book-reading in Taiwan. Journal of Child Language, 47(2), 401-417. https://doi.org/10.1017/S0305000919000746
  • Chow, B. Y., McBride-Chang, C., Cheung, H. and Chow,, C. L. (2008). Dialogic reading and morphology training in Chinese children: Effects on language and literacy. Developmental Psychology, 44(1), 233-244. https://doi.org/10.1037/0012-1649.44.1.233.
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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

Yıl 2025, Cilt: 13 Sayı: 3, 636 - 654, 24.07.2025

Büşra Çelik , Gülden Uyanık , Hülya Bilgin

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

Öz

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.

Anahtar Kelimeler

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

Kaynakça

  • Akoğlu, G., Ergül, C., & Duman, T. (2014). Dialogic reading: Its effectiveness on receptive and expressive language of children in need of protection. Elementary Education Online, 13(2), 622-639. Erişim adresi: https://ilkogretim-online.org/index.php/pub/article/view/6192.
  • 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.
  • Bracken, S. S., & Fischel, J. E. (2008). Family reading behavior and early literacy skills in preschool children from low-income backgrounds. Early Education and Development, 19(1), 45-67. DOI: 10.1080/10409280701838835.
  • Brannon, D. and Linda, D. (2014). The effectiveness of dialogic reading in increasing English language learning preschool children's expressive language. International Research in Early Childhood Education, 5(1), 1-10.
  • Brannon, D., Dauksas, L., Coleman, N., Israelson, L. and Williams, T. (2013). Measuring the effect that the partners’ dialogic reading program has on preschool children’s expressive language. Creative Education, 4(7), 14-17.
  • Chang, C. J., & Luo, Y. H. (2019). A longitudinal study of maternal interaction strategies during joint book-reading in Taiwan. Journal of Child Language, 47(2), 401-417. https://doi.org/10.1017/S0305000919000746
  • Chow, B. Y., McBride-Chang, C., Cheung, H. and Chow,, C. L. (2008). Dialogic reading and morphology training in Chinese children: Effects on language and literacy. Developmental Psychology, 44(1), 233-244. https://doi.org/10.1037/0012-1649.44.1.233.
  • Christakis, D. A., Lowry, S. J., Goldberg, G., Violette, H. and Garrison, M. M. (2019). Assessment of a parent-child interaction intervention for language development in children. JAMA Network Open, 2(6), 1-9. https://doi.org/10.1001/jamanetworkopen.2019.5738
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  • Çelebi Öncü, E. (2016). Etkileşimli kitap okumanın beş-altı yaş çocuklarının sosyal durumlara yaklaşımlarına etkisinin incelenmesi. Ana Dili Eğitimi Dergisi, 4(4), 489-503. https://doi.org/10.51460/baebd.1523951
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  • Lever, R. and Sénéchal, M. (2011). Discussing stories: On how a dialogic reading intervention improves kindergartners’ oral narrative construction. Journal of Experimental Child Psychology, 108(1), 1-24. https://doi.org/10.1016/j.jecp.2010.07.002
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  • Martin-Chang, S. and Gould, O. N. (2012). Reading to children and listening to children read: Mother–child interactions as a function of principal reader. Early Education and Development, 23(6), 855-876. https://doi.org/10.1080/10409289.2011.578911
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  • Mol, S. E., Bus, A. G., De Jong, M. T., & Smeets, D. J. H. (2008). Added value of dialogic parent–child book readings: A meta‐analysis. Early Education and Development, 19(1), 7-26. https://doi.org/10.1080/10409280701838603
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  • Peter, K. S. (2017). Understanding the role of dialogic read alouds in developing language and literacy skills (Yayımlanmamış doktora tezi). Lesley Üniversitesi: Cambridge. Erişim adresi: https://www.proquest.com/dissertations-theses/understanding-role-dialogic-read-alouds/docview/2033422600/se-2.
  • Philips, L., Norris, S. and Anderson, J. (2008). Unlocking the door: Is parents’ reading to children the key to early literacy development? Canadian Psychology, 49(2), 82-88.
  • Rahn, N. L. (2013). A comparison of word learning in 3-year-old children at-risk for language and literacy difficulties in two conditions: Dialogic reading and activity-based intervention (Yayımlanmamış doktora tezi). Minnesota Üniversitesi: Minnepolis. Erişim adresi: https://www.proquest.com/docview/1420350910/41251D78D214EADPQ/1?accountid=45182&sourcetype=Dissertations%20&%20Theses.
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  • Sénéchal, M. and Cornell, E. H. (1993). Vocabulary acquisition through shared reading experiences. Reading Research Quarterly, 28(4), 360-374. https://doi.org/10.2307/747933
  • Sénéchal, M., Cornell, E. H. and Broda, L. S. (1995). Age-related differences in the organization of parent-infant interactions during picture-book reading. Early Childhood Research Quarterly, 10(3), 317-337. D https://doi.org/10.1016/0885-2006(95)90010-1
  • Silvén, M., Antola, A. and Niemi, P. (2003). Early words, multiword utterances and maternal reading strategies as predictors of mastering word inflections in Finnish. Journal of Child Language, 30(2), 253-279. https://doi.org/10.1017/S0305000902005548
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  • Yıldız Bıçakçı, M., Er, S. ve Aral, N. (2018). Etkileşimli öykü kitabı okuma sürecinin çocukların dil gelişimi üzerine etkisi. Kastamonu Eğitim Dergisi, 26(1), 201-208. Erişim adresi: https://dergipark.org.tr/en/download/article-file/400401.
  • Yılmaz, M. M., Özen Uyar, R. ve Aktaş Arnas, Y. (2020). Ev merkezli etkileşimli kitap okumanın 48-60 aylık çocukların duyguları anlama becerisine etkisinin incelenmesi. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 56, 159-181. https://doi.org/10.21764/maeuefd.646798
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  • Zevenbergen, A. A. and Whitehurst, G. J. (2003). Dialogic reading: A shared picture book reading intervention for preschoolers. In A. van Kleeck, S. A. Stahlı and E. B. Bauer (eds.), On Reading books to children: Parents and teachers (pp. 177-200). New Jersey: Lawrence Erlbaum Associates Publishers.
  • Zevenbergen, A. A., Worth, S., Dretto, D. and Travers, K. (2016). Parents’ experiences in a home-based dialogic reading programme. Early Child Development and Care, 188(6), 862-874. https://doi.org/10.1080/03004430.2016.1241775
Toplam 73 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Türkçe ve Sosyal Bilimler Eğitimi (Diğer)
Bölüm Makaleler
Yazarlar

Büşra Çelik 0000-0002-4954-7352

Gülden Uyanık 0000-0001-9947-8159

Hülya Bilgin 0000-0002-1641-2750

Yayımlanma Tarihi 24 Temmuz 2025
Gönderilme Tarihi 6 Aralık 2024
Kabul Tarihi 7 Nisan 2025
Yayımlandığı Sayı Yıl 2025 Cilt: 13 Sayı: 3

Kaynak Göster

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