lisans Ana Dili Eğitimi Dergisi 2147-6020 Mehmet KURUDAYIOĞLU 10.16916/aded.642138 Other Fields of Education Alan Eğitimleri A Content Analysis on Dialogic Reading Etkileşimli Okuma: Bir İçerik Analizi https://orcid.org/0000-0001-8811-6320 Yurtbakan Ergün CE-Zİ-NE KARDEŞLER İLKOKULU 01 30 2020 8 1 135 156 11 04 2019 12 30 2019 Copyright © 2013, Journal of Mother Tongue Education 2013 Journal of Mother Tongue Education

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.

Araştırmanın amacı; 2008-2018 yılları arasındaetkileşimli okuma ile ilgili ulusal ve uluslararası alanda yapılan çalışmalarıiçerik analizi yöntemiyle incelemektir. Araştırmada 2008-2018 yılları arasındaetkileşimli okuma ile ilgili 64 makale, 49 tez çalışmasına ulaşılmış veçalışmalar; “amaç, örneklem grubu, örneklem grubunun sayısı, etkinliğinkimlerle gerçekleştiği, etkinlik süresi, sonuç, uygulamaya yönelik öneriler vegelecek çalışmalara yönelik öneriler” parametrelerine göre incelenmiştir.İncelemeler sonucunda; etkileşimli okuma etkinliğinin, öğrencilerin bilişselalanlarına özellikle de dil gelişimlerine etkisini incelemek amacıyla yapıldığıgörülmüştür. En çok okul öncesi dönem öğrencileri ile gerçekleştirilen etkinliğinörneklem büyüklüğü 0-19 öğrenci arasında değiştiği ve etkileşimli okumaetkinliklerin öğretmen ve öğrenci arasında, çoğunlukla 5-8 haftalık süredesonuçlandığına ulaşılmıştır. Çoğunlukla nicel araştırma yaklaşımının deneyseldesenleri kullanılan çalışmalarda, en çok öğrencilerin söz varlığının geliştiğisonucuna ulaşılmıştır ve etkileşimli okuma etkinliğine öneri olarak daha büyükörneklem grupları üzerinde yapılması gerektiği, gelecek çalışmalara yöneliköneri olarak ise; öğrencilerin bilişsel alanlarına, en çok da dil gelişimiüzerinde çalışmalar yapılması gerektiği belirtilmiştir.

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