The Role of Shared Book Reading on Early Literacy: The Effects in terms of Home and School Environment

Yıl 2018, Cilt: 5 Sayı: 1, 11 - 33, 27.04.2018

Figen Turan Zülfiye Güzin Topcu

https://doi.org/10.21020/husbfd.369491

Cited By: 2

Öz

Shared book reading is a social activity in which an adult reads a book
to a child or a group of children by expecting a different rate of
participation from the child according to the type of reading. The literature
supports that, during shared book reading process, children improve the
abilities of receptive and expressive language; and depending on the technique
of reading they improve the abilities of phonological awareness and print
awareness. Important body of research shows that different practices of reading
((a) dialogic reading, (b) shared book
reading, (c) interactive shared book reading, (d) print referencing) are
used for the field of early intervention. As the most useful techniques among
the early intervention techniques in which book-sharing was used, are interactive shared book reading and dialogic reading, which gave the child
the most active role.

There are some variables that affect the output during shared book
reading. Depending on that fact, the attitudes and behaviours of the adults;
the number of the children in the interaction; home and school context; following
the interest of the children and expanding their answers; asking open-ended
questions and children’s active participation to the reading process are the
factors that affect the shared book reading interaction.  Some researchers claim that gender of the
parent is another variable in this interaction.

This research examines the different practices of shared book reading,
the benefits of these specific practices and the variables which are considered
as effective in shared book reading interaction.

Anahtar Kelimeler

early literacy, shared book reading, dialogic reading

Erken Okuryazarlık Üzerinde Paylaşımlı Kitap Okumanın Rolü: Okul ve Ev Ortamı Açısından Etkileri

Öz

Paylaşımlı kitap
okuma, bir yetişkin ve bir çocuk ya da çocuk grubu arasında yetişkinin kitabı
okuduğu ve tekniğine göre çocuktan farklı oranda katılımın beklendiği sosyal
bir etkinlik olarak tanımlanmıştır. Kitap paylaşımı sırasında erken okuryazarlık
adına büyük anlam ifade eden alıcı ve ifade edici dilin geliştiği, okuma tekniğine
göre de sesbilgisel farkındalık ve yazı farkındalığı becerilerinin geliştiği
literatürde desteklenmiştir. Kitap paylaşımına yönelik farklı tekniklerin ( (a) diyaloga dayalı kitap okuma/etkileşimli
kitap okuma/dialogical reading, (b) paylaşımlı kitap okuma/shared book reading,
(c) interaktif paylaşımlı kitap okuma/interactive shared book reading, (d)
yazıyı referans gösterme/print referencing) erken müdahale kapsamında
kullanıldığı araştırmalarla gösterilmiştir. Kitap paylaşımının kullanıldığı
erken müdahale tekniklerinden en yararlı görülmüş teknikler olarak çocuğa en
çok aktif rol veren diyaloga dayalı/etkileşimli
kitap okuma ve interaktif paylaşımlı kitap
okuma olmuştur.

Kitap paylaşımı
sırasında, paylaşımdan kazanılan verimi etkileyen belirli değişkenler
mevcuttur. Buna bağlı olarak; yetişkinlerin benimsediği tutum ve davranışlar,
etkileşime girilen çocuk sayısı, ev ve okul ortamı, çocukların ilgisini takip
etme ve onların cevaplarını genişletme, açık uçlu sorular sorma ve çocukların etkin
katılım oranı bu etkileşime etki eden faktörlerden kabul edilmektedir. Bazı
araştırmacılar ebeveyn cinsiyetinin ve maternal/paternal konuşmanın da bu
etkileşimde bir değişken olduğunu savunmaktadır.

Bu araştırma ile
paylaşımlı kitap okumanın farklı teknikleri, bu tekniklere bağlı faydaları ve
kitap paylaşımı sürecini etkilediği düşünülen değişkenler ele alınmaktadır.

Anahtar Kelimeler

erken okuryazarlık, paylaşımlı kitap okuma, diyaloga dayalı okuma

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