Araştırma Makalesi
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Etkileşimli Okumanın Hikâye Anlatma Becerisine Etkisi

Yıl 2022, Cilt: 8 Sayı: 3, 758 - 777, 30.11.2022

Mücahit Durmaz Fatih Çetin Çetinkaya

https://doi.org/10.31592/aeusbed.1103773

Öz

Çalışmanın amacı, etkileşimli okuma etkinliklerinin hikâye anlatma becerisine olan etkisini incelemektir. Araştırmada ön-test son-test kontrol gruplu yarı deneysel desen kullanılmıştır. Araştırma 2018-2019 eğitim öğretim yılı Şanlıurfa İl merkezli bir devlet okulunda yürütülmüştür. Araştırma 49 üçüncü sınıf öğrencisiyle birlikte yürütülmüştür. Araştırmanın verileri sessiz kitap niteliği taşıyan bir resimli çocuk kitabının, deney ve kontrol grubu öğrencileri tarafından hikâye anlatma yöntemi dâhilinde seslendirmesiyle ve bu esnada ses kayıt cihazı aracılığıyla toplanmasıyla elde edilmiştir. Araştırmanın uygulama süreci 12 hafta sürmüş ve etkileşimli okuma çalışmaları kapsamında toplam 18 resimli çocuk kitabı kullanılmıştır. Araştırmanın verileri SPSS 24 paket programı yardımıyla analiz edilmiştir. Verilerin analizi doğrultusunda elde edilen sonuçlara göre, öğrencilerin hikâye anlatma yöntemiyle kurgulamış oldukları ön test anlatımlarında kelime sayısı, kelime çeşitliliği ve cümle anlam ünitesi gibi boyutlarda deney ve kontrol grubu arasında anlamlı bir farklılık görülmezken son testin hikâye anlatımlarında deney grubu öğrencilerinin lehine anlamlı bir farklılık ortaya çıkmıştır. Araştırmanın sonunda elde edilen sonuçlar ve literatür doğrultusunda etkileşimli okuma çalışmalarının çocuklarda ifade edici dil becerilerinin gelişimine katkı sağladığı, kelime hazinesini arttırdığı sonuçlarına ulaşılmıştır.

Anahtar Kelimeler

Etkileşimli okuma hikâye anlatma resimli çocuk kitabı

Kaynakça

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  • Akyol, H. (2011). Teaching of first reading and writing Turkish. Ankara: Pegem A Publishing.
  • Alshehri, M. (2014). Improving reading comprehension for Saudi student by using the reading aloud strategy. (Master Thesis), Curriculum and Instruction in Inclusive Education Department of Curriculum and Instruction State University, New York at Fredonia.
  • Arıcı, A. F. (2018 ). Reading education. Ankara: Pegem Academy.
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  • Beyreli, L., and İncirkuş, F. A. (2018). The effect of interactive reading aloud and SQ4R reading strategies on comprehension: mixed methods research. International Journal of Languages' Education and Teaching, 6(1), 271-291.
  • Bicakci, M. Y., Er, S., and Aral, N. (2018). The effect of interactive storybook reading process on children's language development. Kastamonu University Kastamonu Journal of Education, 201-208. doi: 10.24106/kefdergi.375865
  • Biemiller, A., and Slonim, N. (2001). Estimating root word vocabulary growth in normative and advantaged populations: Evidence for a common sequence of vocabulary acquisition. Journal of Educational Psychology, 93(3), 498-520. doi: 10.1037/0022- 0663.93.3.498.
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  • Büyüköztürk, Ş., Aygün, Ö., Çakmak, E. K., and Karadeniz, Ş. (2016). Scientific Research Methods (26.bs.). Ankara: Pegem Academy.
  • Cengiz, Ö. (2010). Linguistic codes and interaction style that Turkish mothers use while reading to their children. (PhD Thesis), Dokuz Eylul University Institute of Social Sciences, Izmir.
  • Ceyhan, S. (2019). The effect of interactive reading aloud on students' reading comprehension, reading motivation and fluent reading. (PhD), Gazi University, Ankara.
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  • Crain, C. C., and Dale, P. S. (1999). Enhancing linguistic performance parents and teachers as book reading partners for children with language delays. Topics in Early Childhood Special Education, 19(1), 28-39.
  • Creswell, J. W. (2016). Research design quantitative, qualitative and mixed method approaches. Ankara: Eğiten Kitap.
  • Creswell, J. W., and Clark, V. L. P. (2011). Designing and conducting mixed methods research. CA: Sage.
  • Cullinan, B. E., and Galda, L. (1994). Literature And The Child (3.bs.). U.S.: Harcourt Brace Company.
  • Çeçen, M. A. (2007). Points to be considered in the development of vocabulary. Journal of Turkish Linguistics, 1(1), 116-137.
  • Çetinkaya, F. Ç., Öksüz, H. İ., and Öztürk, M. (2018). Interactive reading and vocabulary. International Journal of Social Researches, 11(60), 705-715. doi: 10.17719/jisr.2018.2825.
  • Delacruz, S. (2009). Using interactive read-alouds to increase K-2 students reading comprehension. Walden University, Minnesota.
  • Dirican, R., and Dağlıoğlu, H. E. (2014). Examination of picture story books published for 3-6 age group children in terms of some basic values. Cumhuriyet International Journal of Education, 3(2), 44-69.
  • Efe, M. (2018). Investigation of the effect of interactive book reading program on print awareness of preschool children 48-66 months old with low socio-cultural characteristics. (Master Thesis), Gazi University, Ankara.
  • Elley, W. B. (1989). Vocabulary acquisition from listening to stories. Reading Research Quarterly, 24(2), 174-187.
  • Ensor, A. D., and Koller, J. R. (1997). The effect of the method of repeated readings on the reading rate and word recognition accuracy of deaf adolescents. Journal of Deaf Studies and Deaf Education, 2(2), 61-70.
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  • Erdogan, N. I., and Akay, B. (2015). Investigation of story reading and teacher problems in preschool education. Mehmet Akif Ersoy University Journal of Education Faculty, 36, 34-46.
  • Erdoğan, N. I., Şimşek, Z. C., and Canbeldek, M. (2017). The effects of home-centered conversation based reading on the language development of 4-5 year old children. Gazi University Journal of Gazi Education Faculty, 37(2), 789-809.
  • Ergül, C., Akoğlu, G., Karaman, G., and Sarıca, A. D. (2017). Effects of dialogic reading program on later reading skills: follow-up study. Journal of Theoretical Educational Science, 10(2), 191-219. doi: 10.5578/keg.27611.
  • Ergül, C., Akoğlu, G., Sarıca, A. D., Tufan, M., and Karaman, G. (2015). Examination of reading together activities carried out in kindergartens in the context of "interactive book reading". Mersin University Faculty of Education Journal, 11(3). doi: 10.17860/efd.88429.
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  • Ergül, C., Sarıca, A. D., and Akoğlu, G. (2016). Interactive book reading: an effective method for developing language and early literacy skills. Ankara University Faculty of Educational Sciences Journal of Special Education. doi:10.21565/ozelegitimdergisi.246307.
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  • Gonen, M., Aydos, E., Şentürk, Ç., Karacan, G., Kahraman, C., and Tuna, P. (2013). Examining the content and physical features of children's picture books 65th OMEP world assembly and congress (pp. 1-14). Shanghai.
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Effect of Interactive Reading on Storytelling Skills

Yıl 2022, Cilt: 8 Sayı: 3, 758 - 777, 30.11.2022

Mücahit Durmaz Fatih Çetin Çetinkaya

https://doi.org/10.31592/aeusbed.1103773

Öz

This study aims to examine the effect of interactive reading activities on storytelling skills. A quasi-experimental design with pre-test post-test control group was used in the research. The research was carried out with 49 third-grade students in a public school in Şanlıurfa. The data of the study were obtained by means of a voice recorder during the process of reading aloud a picture book, which has the characteristics of a silent book, by the students in the experimental and control group via storytelling method. The implementation process of the research lasted for 12 weeks and a total of 18 children's picture books were used within the scope of interactive reading studies. According to the results obtained in line with the analysis of the data, there was no significant difference between the experimental and control groups in terms such as the number of words, word diversity and sentence meaning unit in the pre-test narrations structured by the students with the storytelling method, while there was a significant difference in the post-test storytelling scores in favour of the students within the experimental group. In line with the results obtained at the end of the research and the literature, it was concluded that interactive reading studies contributed to the development of expressive language skills in children and increased their vocabulary.

Anahtar Kelimeler

Children interactive reading storytelling

Kaynakça

  • Adeyemo, M. (2015). Qualitative case study of read-aloud expository text strategies in kindergarten through grade 2. (Doctoral Thesis), Coll, Nakopege Of Education, Walden University, Minnesota.
  • Akoğlu, G., Ergül, C., and Duman, Y. (2014). Interactive book reading: effects on receptive and expressive language skills of children in need of protection. Elementary Education Online, 13(2), 622-639.
  • Akyol, H. (2011). Teaching of first reading and writing Turkish. Ankara: Pegem A Publishing.
  • Alshehri, M. (2014). Improving reading comprehension for Saudi student by using the reading aloud strategy. (Master Thesis), Curriculum and Instruction in Inclusive Education Department of Curriculum and Instruction State University, New York at Fredonia.
  • Arıcı, A. F. (2018 ). Reading education. Ankara: Pegem Academy.
  • Aydogan, Y., and Erbay, F. (2006). Examination of picture story books prepared for preschool children in terms of subject and time use. Second Proceedings of the National Children's and Youth Literature Symposium (pp. 227-232). Ankara: Ankara University.
  • Belet, S. D. (2011a). The use of storytelling method in the development of critical reading skills: teaching experiment application. Bilig, 59, 67-9.
  • Beyreli, L., and İncirkuş, F. A. (2018). The effect of interactive reading aloud and SQ4R reading strategies on comprehension: mixed methods research. International Journal of Languages' Education and Teaching, 6(1), 271-291.
  • Bicakci, M. Y., Er, S., and Aral, N. (2018). The effect of interactive storybook reading process on children's language development. Kastamonu University Kastamonu Journal of Education, 201-208. doi: 10.24106/kefdergi.375865
  • Biemiller, A., and Slonim, N. (2001). Estimating root word vocabulary growth in normative and advantaged populations: Evidence for a common sequence of vocabulary acquisition. Journal of Educational Psychology, 93(3), 498-520. doi: 10.1037/0022- 0663.93.3.498.
  • Brett, A., Rothlein, L., and Hurley, M. E. (1996). Vocabulary acquisition from listening to stories and explanations of target words. Elementary School Journal (96), 415-422. doi: 10.1086/461836.
  • Büyüköztürk, Ş., Aygün, Ö., Çakmak, E. K., and Karadeniz, Ş. (2016). Scientific Research Methods (26.bs.). Ankara: Pegem Academy.
  • Cengiz, Ö. (2010). Linguistic codes and interaction style that Turkish mothers use while reading to their children. (PhD Thesis), Dokuz Eylul University Institute of Social Sciences, Izmir.
  • Ceyhan, S. (2019). The effect of interactive reading aloud on students' reading comprehension, reading motivation and fluent reading. (PhD), Gazi University, Ankara.
  • Chomsky, N. (1972). Psychology and ideology. Cognition, 1(1), 11-46. doi: 10.1016/0010- 0277(72)90043-1.
  • Cohen, L., Manion, L., and Morrison, K. (2007). Research methods in education. New York: Routledge.
  • Crain, C. C., and Dale, P. S. (1999). Enhancing linguistic performance parents and teachers as book reading partners for children with language delays. Topics in Early Childhood Special Education, 19(1), 28-39.
  • Creswell, J. W. (2016). Research design quantitative, qualitative and mixed method approaches. Ankara: Eğiten Kitap.
  • Creswell, J. W., and Clark, V. L. P. (2011). Designing and conducting mixed methods research. CA: Sage.
  • Cullinan, B. E., and Galda, L. (1994). Literature And The Child (3.bs.). U.S.: Harcourt Brace Company.
  • Çeçen, M. A. (2007). Points to be considered in the development of vocabulary. Journal of Turkish Linguistics, 1(1), 116-137.
  • Çetinkaya, F. Ç., Öksüz, H. İ., and Öztürk, M. (2018). Interactive reading and vocabulary. International Journal of Social Researches, 11(60), 705-715. doi: 10.17719/jisr.2018.2825.
  • Delacruz, S. (2009). Using interactive read-alouds to increase K-2 students reading comprehension. Walden University, Minnesota.
  • Dirican, R., and Dağlıoğlu, H. E. (2014). Examination of picture story books published for 3-6 age group children in terms of some basic values. Cumhuriyet International Journal of Education, 3(2), 44-69.
  • Efe, M. (2018). Investigation of the effect of interactive book reading program on print awareness of preschool children 48-66 months old with low socio-cultural characteristics. (Master Thesis), Gazi University, Ankara.
  • Elley, W. B. (1989). Vocabulary acquisition from listening to stories. Reading Research Quarterly, 24(2), 174-187.
  • Ensor, A. D., and Koller, J. R. (1997). The effect of the method of repeated readings on the reading rate and word recognition accuracy of deaf adolescents. Journal of Deaf Studies and Deaf Education, 2(2), 61-70.
  • Er, S. (2016). The importance of parents’ reading interactive storybooks in preschool period. Baskent University Journal of Education, 2(3), 156-160.
  • Erdogan, N. I., and Akay, B. (2015). Investigation of story reading and teacher problems in preschool education. Mehmet Akif Ersoy University Journal of Education Faculty, 36, 34-46.
  • Erdoğan, N. I., Şimşek, Z. C., and Canbeldek, M. (2017). The effects of home-centered conversation based reading on the language development of 4-5 year old children. Gazi University Journal of Gazi Education Faculty, 37(2), 789-809.
  • Ergül, C., Akoğlu, G., Karaman, G., and Sarıca, A. D. (2017). Effects of dialogic reading program on later reading skills: follow-up study. Journal of Theoretical Educational Science, 10(2), 191-219. doi: 10.5578/keg.27611.
  • Ergül, C., Akoğlu, G., Sarıca, A. D., Tufan, M., and Karaman, G. (2015). Examination of reading together activities carried out in kindergartens in the context of "interactive book reading". Mersin University Faculty of Education Journal, 11(3). doi: 10.17860/efd.88429.
  • Ergül, C., Akoğlu, G., Sarıca, D., and Karaman, G. (2016). The effect of interactive book reading program applied in kindergarten on subsequent reading skills: a follow-up study. Journal of Theoretical Educational Science, 10(2), 191-219.
  • Ergül, C., Sarıca, A. D., and Akoğlu, G. (2016). Interactive book reading: an effective method for developing language and early literacy skills. Ankara University Faculty of Educational Sciences Journal of Special Education. doi:10.21565/ozelegitimdergisi.246307.
  • Fraenkel, J. R., and Wallen, N. E. (2006). How to design and evaluate research in education (6.bs.). New York: McGraw-Hill International Edition.
  • Glesne, C. (2015). Becoming qualitative: An introduction (5.bs.). Boston: Pearson Education.
  • Gölcük, M., Okur, S., and Berument, S. K. (2015). A book reading intervention program to improve receptive language and story comprehension skills of low socioeconomic children. Hacettepe University Faculty of Health Sciences Journal, 1, 89-96.
  • Gonen, M., Aydos, E., Şentürk, Ç., Karacan, G., Kahraman, C., and Tuna, P. (2013). Examining the content and physical features of children's picture books 65th OMEP world assembly and congress (pp. 1-14). Shanghai.
  • Graham, D. B., and Bramwell, W. (2006). Promoting emergent literacy and social emotional learning thruogh dialogic reading. The Reading Teacher, 59(6), 554-564.
  • Güney, N., and Aytan, T. (2014). An activity suggestion to develop active vocabulary: Taboo. Journal of Academic Social Research, 2(5), 617-628.
  • Halat, A. A. (2017a). Investigation of the effectiveness of the interactive book reading technique in gaining the values of sharing, cooperation and responsibility for 5-6 year old children. (Unpublished master's thesis), Gazi University, Ankara.
  • Halat, A. A. (2017b). Examining the effectiveness of the interactive book reading technique in gaining the values of sharing, cooperation and responsibility for 5-6 year old children. Gazi University Institute of Educational Sciences. Ankara.
  • Halsey, H. N. (2008). Investigating a parent implemented early literacy intervention: effects of dialogic reading using alphabet books on the alphabet skills, phonolagical awareness, and oral language of preschool children. (PhD Thesis), University of Massachusetts, Amherst. Hargrave, A. C., and Senechal, M. (2000). A book reading intervention with preschool children who have limited vocabularies: the benefits of regular reading and dialogic reading. Early Childhood Research Quarterly, 15(1), 75-90.
  • Hazzard, K. (2016). The effects of read alouds on student comprehension. (Master Thesis), School of Arts and Sciences St. John Fisher College, New York.
  • Justice, L. M., and Pence, K. L. (2005). Scaffolding with storybooks: A guide for enhancing young children's language and literacy achievement. Newark, DE: International Reading Association.
  • Kabadayi, A. (2005). Improving children's communicative competence and performance through storytelling model. Selcuk Communication, 3(4), 197-202.
  • Karadüz, A., and Yıldırım, İ. (2011). Teachers' views and practices in the development of vocabulary. Gaziantep University Journal of Social Sciences, 10(2), 961-984.
  • Keppel, G. (1991). Design and analysis: A researcher's handbook NJ: PrenticeHall: Englewood Cliffs. Kotaman, H. (2008). Impacts of dialogical storybook reading on young children's reading attitudes and vocabulary development. Reading Improvement, 45(2), 55-61.
  • Lane, H. B., and Wright, T. L. (2007). Maximizing the effect of reading aloud. The Reading Teacher, 60(7), 668-675.
  • Lincoln, Y. S., and Guba, E. G. (1985). Naturalistic inquiry. California: Sage Publications, Inc.
  • Lonigan, C. J., Anthony, J. L., Bloomfield, B. G., Dyer, S. M., and Samwel, C. S. (1999). Effects of two shared-reading interventions on emergent literacy skills of at-risk preschoolers. Journal of Early Intervention, 22(4), 306-322.
  • Lonigan, C. J., and Whitehurst, G. J. (1998). Relative efficacy of parent and teacher involvement in a shared-reading intervention for preschool children from lowincome backgrounds. Early Childhood Research Quarterly, 13(2), 263-290.
  • Lukens, J. R. (1986). A critical handbook of children's literature. New York: Longman.
  • Marting-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. doi: 10.1080/10409289.2011.578911.
  • Maul, C. A., and Ambler, K. L. (2014). Embedding language therapy in dialogic reading to teach morphologic structures to children with language disorders. Communication Disorders Quarterly, 34(4), 237-247.
  • Metin, G. T., and Gökçay, G. (2014). Reading books in infancy and early childhood: an effective development proposal in child health follow-ups. Children's Journal, 14(3), 89-94. doi: 10.5222/j.child.2014.089.
  • Miles, M. B., and Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2.bs.). Thousand Oaks, CA: Sage. Mitchell, A. (2015). Effect of interactive read-alouds on student comprehension. (Master Thesis), University of Wisconsin, River Falls.
  • Moerk, E. L. (1985). Picture-book reading by mothers and young children and its impact upon language development. Journal of Pragmatics, 9(4), 547-566. doi: 10.1016/0378-2166(85)90021-9. Myers, J. M. (2015). Interactive read-alouds: A qualitative study of kindergarten students'analytic dialogue. (PhD), Indiana University, Pennsylvania.
  • Nevo, E., and Vaknin-Nusbaum, V. (2018). Joint reading of informational science text versus narrative stories: How does each affect language and literacy abilities among kindergarteners? Reading Psychology, 39(8), 787-819.
  • Ninio, A. (1980). Picture-book reading in mother-infant dyads belonging to two subgroups in Israel. Child Development, 51(2), 587-590.
  • Oguzkan, F. A. (1998). How should a good children's book be in terms of language, expression and subject? In M. R. Şirin (Ed.), Children's Literature in 99 Questions (pp. 210-212). Ankara: Children's Foundation Publications.
  • Öncü, E. C. (2016). Investigation of the effect of interactive book reading on the approaches of five-six year old children to social situations. Journal of Mother Tongue Education, 4(4), 489-503.
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  • Ping, M. T. (2014). Group interactions in dialogic book reading activities a language learning context in preschool. Learning, Culture and Social Interaction, 3(2), 146-158.
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  • Smeets, D. J., Dijken, M. J. v., and Bus, A. G. (2014). Using electronic storybooks to support word learning in children with severe language impairments. Journal of Learning Disabilities, 47(5), 435-449. doi: 10.1177/0022219412467069.
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  • Spencer, R. R. (2011). Reading aloud and student achievement. (PhD Thesis), Education Faculty of Lindenwood University, Missouri. Şimşek, Z. C. (2017). The effects of different book reading techniques on the language development of 48-66 month old children. Pamukkale University Institute of Educational Sciences, Denizli.
  • Tetik, G. (2015). The effect of the stories read with the dialogue-based story-reading technique on the language development of children aged 4-5 (48-60 months). (Master's Thesis), Pamukkale University, Denizli.
  • Tetik, G., and Erdogan, N. I. (2017). The effect of dialogic reading on language development of 48-60 month old children. Kastamonu University Kastamonu Journal of Education, 25(2), 1-16.
  • Tür, G., and Turla, A. (2005). Preschool children, literature and books. Istanbul: Ya-Pa.
  • Türkben, T., and Temizyürek, F. (2018). The effect of Turkish teaching based on the interactive reading model on students' reading comprehension skills. Electronic Turkish Studies, 13(4), 1237-1268.
  • Vygotsky, L. (1978). Interaction between learning and development from: Mind and Society. MA: Cambridge: Harvard University Press.
  • Whitehurst, G. J., Arnold, D. S., Epstein, J. N., Angell, A. L., Smith, M., and Fischel, J. E. (1994a). A picture book reading intervention in day care and home for children from low-income families. Developmental Psychology (30), 679-689.
  • Whitehurst, G. J., Epstein, J. N., Angell, A. L., Payne, A. C., Crone, D. A., and Fischel, J. E. (1994b). Outcomes of an emergent literacy intervention in head start. Journal of Educational Psychology (86), 542-555.
  • Whitehurst, G. J., Falco, F. L., Lonigan, C., Fischel, J. E., DeBaryshe, B. D., Valdez-Menchaca, M. C., and Caulfield, M. (1988). Accelerating language development through picture book reading. Developmental Psychology, 24(4), 552-559.
  • Wozniak, C. (2010). Reading and the boy crisis: The effect of teacher book talks, interactive read-alouds, and students' unrestricted choice of books for independent reading on fifth-grade boys' reading attitude, reading self-efficacy, and amount of reading and fifth-grade teachers' reading beliefs and practices. (PhD Thesis), The University of San Francisco, San Francisco.
  • Yaşar, H. (2020). Parent and student views on dialogic reading activities with family participation. (Master Thesis), Düzce University, Düzce.
  • Yavuzer, H. (2019). Child Psychology (43.bs.). Istanbul: Remzi Bookstore.
  • Yurtseven, L., and Kurt, G. (2013). The relationship between preschool education and mothers' story book reading with children's social skill development. Cumhuriyet University Faculty of Letters Journal of Social Sciences, 37(2), 99-119.
Toplam 86 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

Mücahit Durmaz 0000-0001-7509-2059

Fatih Çetin Çetinkaya 0000-0002-9843-6747

Yayımlanma Tarihi 30 Kasım 2022
Gönderilme Tarihi 14 Nisan 2022
Yayımlandığı Sayı Yıl 2022 Cilt: 8 Sayı: 3

Kaynak Göster

APA Durmaz, M., & Çetinkaya, F. Ç. (2022). Effect of Interactive Reading on Storytelling Skills. Ahi Evran Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 8(3), 758-777. https://doi.org/10.31592/aeusbed.1103773
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