Araştırma Makalesi
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A Content Analysis on Dialogic Reading

Yıl 2020, Cilt 8, Sayı 1, 135 - 156, 30.01.2020
https://doi.org/10.16916/aded.642138

Öz

This study aims to examine the national and international research on dialogic reading conducted between 2008 and 2018 by means of content analysis method. 64 articles and 49 thesis about dialogic reading between 2008 and 2018 were found in the study. They were later analyzed according to “objective, study group, the number of the study group, participants of the activity, method, activity duration, conclusions, suggestions for the activity and suggestions for future studies” parameters. It was found out that the effect of dialogic reading activity on students’ cognitive development, especially on their language development was analyzed in studies. It was observed that the scope of studies changed between 0 to 19 number of students and studies were conducted mostly with pre-school kids. Dialogic reading studies were conducted mostly in 5 to 8 weeks’ period with teachers and students. Studies were mostly designed by using experimental pattern, and it was found out that students’ vocabulary expanded the most. Finally, dialogic reading activity should be conducted on larger study groups, and future studies should be conducted on students’ cognitive development, especially on their language development.

Kaynakça

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Etkileşimli Okuma: Bir İçerik Analizi

Yıl 2020, Cilt 8, Sayı 1, 135 - 156, 30.01.2020
https://doi.org/10.16916/aded.642138

Öz

Araştırmanın amacı; 2008-2018 yılları arasında etkileşimli okuma ile ilgili ulusal ve uluslararası alanda yapılan çalışmaları içerik analizi yöntemiyle incelemektir. Araştırmada 2008-2018 yılları arasında etkileşimli okuma ile ilgili 64 makale, 49 tez çalışmasına ulaşılmış ve çalışmalar; “amaç, örneklem grubu, örneklem grubunun sayısı, etkinliğin kimlerle gerçekleştiği, etkinlik süresi, sonuç, uygulamaya yönelik öneriler ve gelecek çalışmalara yönelik öneriler” parametrelerine göre incelenmiştir. İncelemeler sonucunda; etkileşimli okuma etkinliğinin, öğrencilerin bilişsel alanlarına özellikle de dil gelişimlerine etkisini incelemek amacıyla yapıldığı görülmüştür. En çok okul öncesi dönem öğrencileri ile gerçekleştirilen etkinliğin örneklem büyüklüğü 0-19 öğrenci arasında değiştiği ve etkileşimli okuma etkinliklerin öğretmen ve öğrenci arasında, çoğunlukla 5-8 haftalık sürede sonuçlandığına ulaşılmıştır. Çoğunlukla nicel araştırma yaklaşımının deneysel desenleri kullanılan çalışmalarda, en çok öğrencilerin söz varlığının geliştiği sonucuna ulaşılmıştır ve etkileşimli okuma etkinliğine öneri olarak daha büyük örneklem grupları üzerinde yapılması gerektiği, gelecek çalışmalara yönelik öneri olarak ise; öğrencilerin bilişsel alanlarına, en çok da dil gelişimi üzerinde çalışmalar yapılması gerektiği belirtilmiştir.

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  • Tezler
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  • Boit, R. J. (2010). A comparison study on the effects of the standardized and a teacher modified dialogic reading programs on early literacy outcomes of preschool children from low income communities, Unpublished Doctorate Thesis, Massachusetts-Amherst University, U. S.
  • Brayko, K. (2012). Reading and relationships: leveraging community strengths in a cross-age, bilingual, dialogic reading intervention, Unpublished Doctorate Thesis, WashingtonUniversity, U.S.
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  • Carson, C. J. (2012). Read with Me! Examining the effects of a community volunteer reading program on preschoolers‟ literacy skills, Unpublished Doctorate Thesis, Toledo University, U. S.
  • Colangelo, D. A. (2010). An evaluation of a dialogic book-reading program for at risk children, Unpublished Master Thesis, Wilfrid Laurier University.
  • Cutting, J. E. R. (2011). The use of video-based instruction, performance feedback and role play in teaching carevigers of preschool aged children to use dialogic reading strategies, Unpublished Doctorate Thesis, Northeastern University Boston, Massachusetts.
  • Daro, A. M. (2018). An analysis of components of dialogic reading, Unpublished Master Thesis, Nebraska University, U. S.
  • Davis, S. E. (2004). An enhanced dialogic reading approach to facilitate typically developing pre-schoolChildren’s emergent literacy skills, Unpublished Master Thesis, East Tennessee State University, U. S.
  • Domack, A. M. (2005). The effect of a dialogic reading intervention on the emergent literacy skills of preschool students, Unpublished Master Thesis, Nebraska University, U.S.
  • Duran, L. M. (2008). An analysis of verbal interaction during dialogic reading with Spanish-speaking children enrolled ina Head Start Home visiting programme, Unpublished Doctorate Thesis, Minnesota University, U. S.
  • Feit, S. (2009). Exploring the power of the read-aloud relationship between White middle class fathers and their sons, Unpublished Doctorate Thesis, Columbia University, U.S.
  • Galarza, E. (2018). Teacher-student dialogic exchange and power, Unpublished Doctorate Thesis, Hofstra University, Hempstead, New York.
  • Godfrey-Hurrell, J. K. (2015). Investigation of content- based training and practice- based coaching with teachers of latino preschoolers who are dual language learners at risk for language delay, Unpublished Doctorate Thesis, North Caroline University.
  • Halsey, H. N. (2008). Investigation: Effects of dialogic reading using alpfabet books on the alphabet skills, phonologic awareness and oral language of preschool children, Unpublished Doctorate Thesis, Massachusetts University, Amherst.
  • Hermanns, C. B. (2010). Leveling the playing field: Investigating vocabulary development in Latino preschool-age English language learners, Unpublished Doctorate Thesis, Harvard University, U. S.
  • Horvath, B. (2013). Treatment efficacy of combined dialogic reading and scripting for a child with moderate to severe communication, Unpublished Master Thesis, Duquesne University, U. S.
  • Huennekens, M. E. (2013). The cross-lİnguısİtİc effects of dİalogİc readİng on young English language learners, Unpublished Doctorate Thesis, Virginia Commonwealth Universit Richmond, Virginia.
  • Irish, C. K. (2016). Dialogic reading in the home environment: A multiple case study of six families, Unpublished Doctorate Thesis, Mason University, U. S.
  • Joye, E. Y. (2007). A phsycometric examination of the dialogic reading observation form in a sample of English and Spanish speaking caregivers, Unpublished Doctorate Thesis, Denver University, U. S.
  • Kang, J. (2017). Effects of modified dialogic reading on listening comprehension and initiation skills tostudents with autism spectrum disorders, Unpublished Doctorate Thesis, North Carolina University, U.S.
  • Kikuta, C. B. (2015). Changes in dialogic book reading patterns of parent’s reading with their children, Unpublished Doctorate Thesis, Hawai’i at Manoa University, U. S.
  • Kim, Y. B. (2010). Dialogic reading as homework for parents of children in child care: a test of Bronfenbrenner's hypothesis about parent involvement, Unpublished Doctorate Thesis, Wisconsin-Madison University, U. S.
  • Lee, N-S. (2004). Dialogic reading of children in nineteenth-century British and American novels, Unpublished Doctorate Thesis, Indiana University, Pennsylvania.
  • Lever, R. (2008). Discussing stories: Using a dialogic reading intervention to improve kindergartner's oral narrative construction, Unpublished Master Thesis, Carleton University, U. S.
  • Liang, S. (2010). The train-the-trainer model for dialogic reading with cooperative extension: An exploratory approach to investigate educators’ characteristics and context factors related to training outcomes, Unpublished Doctorate Thesis, Purdue University, U. S.
  • Mclwain, M. J. (2010). Dialogic buddy reading: Fidelity, vocabulary, sustainability, Unpublished Doctorate Thesis, George Mason University, U. S.
  • McMonigle, T. (2012). Exploring parents’ understanding and applicatıon of dialogic reading while teaching their preschoolers the social skills associated with courage, empathy, and love, Unpublished Doctorate Thesis, The Florıda State Unıversity, U. S.
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  • Pamparo, V. (2012). The effect of dialogic reading on early literacy outcomes for children with autism spectrum disorders, Unpublished Doctorate Thesis, Washington University, U. S.
  • Peter, K. (2017). Understanding the role of dialogic read alouds in developing language and literacy skills, Unpublished Doctorate Thesis, Lesley University, U. S.
  • Plattus, G. (2011). The effects of dialogic reading on the expressive vocabulary of children with autism characteristics, Unpublished Doctorate Thesis, The Florida State University, U. S.
  • 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, Unpublished Doctorate Thesis, Minnesota University, U. S.
  • Regur, C. E. (2013). A dialogic reading ıntervention for parents of children with down syndrome, Unpublished Doctorate Thesis, Southern California University, U. S.
  • Robb, M. B. (2010). New ways of reading: The impact of an interactive book on young children’s storycomprehension and parent-child dialogic reading behaviors, Unpublished Doctorate Thesis, California Riverside University, U. S.
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  • Snow Bryant, J. D. (2016). Let’s give them something to talk about: Supporting primary African Amerikan students’ language through dialogic reading, Unpublished Doctorate Thesis, Missouri–St. Louis University, U. S.
  • Switalski, S. O. (2012). An investigation of the additive benefits of parent dialogic reading techniques in older preschool children, Unpublished Doctorate Thesis, Duquesne University, U. S.
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  • Tsai, Y-W. (2009). The impact of dialogıc reading: Facilitating language acquisition of young children with hearing impairments in Taiwan, Unpublished Doctorate Thesis, The Pennsylvania State University, U. S.
  • Tsybina, I. (2010). Bilingual dialogic book-reading ıntervention for preschool children with slow expressive vocabulary development: A feasibility study, Unpublished Doctorate Thesis, Toronto University, Ottowa.
  • Udaka, I. J. (2009). Cross-age peer tutoring in dialogic reading: Effects on the language development of young children, Unpublished Doctorate Thesis, Massachusetts Amherst University, U. S.
  • Urbani, J. M. (2011). Implementing a dialogic reading ıntervention: The experiences of teachers of deaf and hard of hearing students, Unpublished Doctorate Thesis, California University, Berkeley.
  • Vajcner, T. J. (2015). Dialogic reading using social-emotional themed storybooks: Impact on preschoolers’ emergent literacy and emotion knowledge, Unpublished Doctorate Thesis, Ohio State University, U. S.
  • Waterhouse, N. L. (2014). Changing participation in guided interactive shared reading: A study of early childhood teachers’ implementation and children’s engagement, Unpublished Doctorate Thesis, Montana University, Washington.
  • Woods, L. S. (2017). Interactive book reading: promoting emergent literacy skills in preschool children through a parent training program, Unpublished Doctorate Thesis, North Carolina University, Chapel Hill.
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Ayrıntılar

Birincil Dil Türkçe
Konular Eğitim, Eğitim Araştırmaları
Bölüm Makaleler
Yazarlar

Ergün YURTBAKAN> (Sorumlu Yazar)
CE-Zİ-NE KARDEŞLER İLKOKULU
0000-0001-8811-6320
Türkiye

Yayımlanma Tarihi 30 Ocak 2020
Yayınlandığı Sayı Yıl 2020, Cilt 8, Sayı 1

Kaynak Göster

APA Yurtbakan, E. (2020). Etkileşimli Okuma: Bir İçerik Analizi . Ana Dili Eğitimi Dergisi , 8 (1) , 135-156 . DOI: 10.16916/aded.642138

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