An Analysis of the Questions Asked by Preschool Teachers During Dialogic Reading Based on the CROWD Technique

Abstract

The present study aimed to classify the questions asked by preschool teachers in the dialogic reading practice according to the "CROWD" technique of the dialogic reading practice. Accordingly, the study utilized the basic interpretive qualitative research design. A total of 18 preschool teachers working in Yozgat province were included in the study utilizing convenience case sampling. The questions produced by preschool teachers during dialogic reading were analyzed by descriptive analysis according to the "CROWD" technique in the following categories: “Completion questions (C), Recall questions (R), Open-ended questions (O), Wh- Questions (W), and Distancing Questions (D) connection to life questions” were analyzed by descriptive analysis. The results revealed that preschool teachers could not produce completion questions in almost all of the books they read interactively, while they could produce recall, open-ended, Wh- Questions, and connection questions. It was also determined that preschool teachers utilized the open-ended question type of the CROWD technique in most of the books they read interactively.

Keywords

• Preschool
• dialogic reading
• CROWD technique

Okul Öncesi Öğretmenlerinin Etkileşimli Okuma Uygulamasında Sordukları Soruların CROWD Tekniğine Göre İncelenmesi

Abstract

Çalışmada, okul öncesi öğretmenlerinin etkileşimli okuma uygulamasında sordukları soruları, etkileşimli okuma uygulamasının "CROWD" tekniğine göre sınıflandırmak amaçlanmıştır. Bu amaçla çalışmada, temel yorumlayıcı nitel araştırma deseninden faydalanılmıştır. Çalışmaya Yozgat ilinde çalışmakta olan 18 okul öncesi öğretmeni uygun durum örneklemesi ile dâhil edilmiştir. Okul öncesi öğretmenlerinin etkileşimli okuma esnasında ürettikleri sorular "CROWD" tekniğine göre “Complete (C) tamamlama soruları, Recall (R) hatırlama soruları, Open-ended (O) açık uçlu sorular, Wh. Questions (W) 5N 1K soruları ve Distancing Questions (D) yaşamla bağlantı sorularına” göre betimsel analiz ile analiz edilmiştir. Çalışmanın sonunda; okul öncesi öğretmenlerininin etkileşimli olarak okudukları kitapların tamamına yakınında tamamlama sorusu (C) üretemez iken hatırlama (R), açık uçlu (O), 5N 1K (W) ve bağlantı (D) sorularını üretebildikleri tespit edilmiştir. Bunun yanında okul öncesi öğretmenlerinin etkileşimli olarak okudukları kitapların çoğunda CROWD tekniğinin açık uçlu (O) soru türünden faydalandıkları belirlenmiştir.

Keywords

• Okul öncesi
• etkileşimli okuma
• CROWD tekniği

References

1. recreational reading. https://files.eric.ed.gov/fulltext/ED398553.pdf
2. Angrosino, M. (2007). Doing Ethnographic and Observational Research. Sage Qualitative Research Kit.
3. Aral, N., Kandır, A., & Yaşar, M. C. (2000). Okul öncesi eğitim ve anasınıfı programları. İstanbul: Ya-Pa Yayınları.
4. Arıcı, D. ve Bartan, M. (2020). Çocuğu okul öncesi eğitime devam eden annelerin çocuklarına değer edindirme sürecine yönelik görüşleri. Ahi Evran Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 6(1), 279-294.
5. Brannon, D., & Dauksas, L. (2012). Studying the effect dialogic reading has on family members’ verbal interactions during shared storybook reading. SRATE Journal, 21(2), 9-20.
6. Cohrssen, C., Niklas, F., & Tayler, C. (2016). ‘Is that what we do?’ Using a conversationanalytic approach to highlight the contribution of dialogic reading strategies to educator– child interactions during storybook reading in two early childhood settings. Journal of Early Childhood Literacy, 16(3), 361–382. http://dx.doi.org/10.1177/1468798415592008.
7. Chow, B., McBride-Chang, C., Cheung, H., & Chow, C. S. (2008). Dialogic reading and morphology training in Chinese children: Effects on language and literacy. Developmental Psychology, 44(1), 233–244.
8. Daro, A. M. (2018). An analysis of components of dialogic reading, Unpublished Master Thesis, Nebraska University, U. S.

9. Druten-Frietman, L. V., Strating, H., Denessen, E., & Verhoeven, L. (2016). Interactive storybook-based intervention effects on kindergartners’ language development. Journal of Early Intervention, 38(4), 212–229. http://dx.doi.org/10.1177/1053815116668642.
10. Ekiz, (2009). Bilimsel araştırma yöntemleri. Ankara: Anı Yayıncılık.
11. Elmonayer, R. A. (2013). Promoting phonological awareness skills of Egyptian kindergarteners through dialogic reading. Early Child Development and Care, 183(9), 1229–1241. http://dx.doi.org/10.1080/03004430.2012.703183.
12. Ergül, C., Akoğlu, G., Sarıca, A. D., Tufan, M. ve Karaman, G. (2015). Ana sınıflarında gerçekleştirilen birlikte kitap okuma etkinliklerinin "etkileşimli kitap okuma” bağlamında incelenmesi. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 11(3), 603-619. http://dx.doi.org/10.17860/efd.88429.
13. Ergül, C., Sarıca, A. D. ve Akoğlu, G. (2016). Etkileşimli kitap okuma: dil ve erken okuryazarlık becerilerinin geliştirilmesinde etkili bir yöntem. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 17(2), 193-204. http://dx.doi.org/10.21565/ozelegitimdergisi.246307.
14. Flynn, K. S. (2011). Developing children’s oral language skills through dialogic reading: Guidelines for implementation. Teaching Exceptional Childiren, 44(2), 8-16. http://journals.sagepub.com/doi/10.1177/004005991104400201.
15. Guthrie, J. T., & Davis, M. H. (2003). Motivating struggling readers in middle school through an engagement model of classroom practice. Reading ve Writing Quartely, 19, 59-85.
16. Güven, B. (2017). “Bana oyunla öğret”: Okul öncesi eğitimde oyun ve beden eğitimi. Başkent Üniversitesi Sağlık Bilimleri Fakültesi Dergisi, 2(1), 97-109.
17. Han, J., & Neuharth-Pritchett, S. (2015). Meaning-related and print-related interactions between preschoolers and parents during shared book reading and their associations with emergent literacy skills. Journal of Research in Childhood Education, 29(4), 528-550. http://dx.doi.org/10.1080/02568543.2015.1073819
18. Hargrave, A. C., & Senechal, M. (2000). A book reading intervention with preschool children who have limited vocabularies: The benefits of regular reading and reading. Early Childhood Research Quarterly, 15, 75–90.
19. 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.
20. Justice, L. M., & Pullen, P. C. (2003). Promising interventions for promoting emergent literacy skills: Three evidence-based approaches. Topics in Early Childhood Special Education, 23(3), 99-113.
21. Kim, D., & Hall, J. K. (2002). The role of an interactive book reading program in the development of second language pragmatic competence. The Modern Language Journal, 86, iii, 332–348.
22. Laboo, L. (2005). Books and computer response activities that support literacy development. Reading Teacher, 59, 288-292.
23. LaCour, M. M., McDonald, C., Tissington, L. D., & Thomason, G. (2013). Improving prekindergarten children’s attitude and interest in reading through a parent workshop on the use of dialogic reading techniques. Reading Improvement, 50(1), 1-11.
24. Lever, R. (2008). Discussing stories: Using a dialogic reading intervention to improve kindergartner's oral narrative construction (Unpublished master thesis). Carleton University, U. S.
25. 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 doctoral dissertation). The Florida State University, U. S.
26. Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis. London: Sage Publications
27. Morgan, P., & Meier, C. R. (2008). Dialogic reading’s potential to improve children’s emergent literacy skills and behavior. Preventing School Failure, 52(4), 11-16.
28. Özen Altınkaynak, Ş. (2019). Okul öncesi dönemde erken okuryazarlık becerilerinin gelişimi. Dumlupınar Üniversitesi Eğitim Bilimleri Enstitüsü Dergisi, 3(1), 37-49.
29. Özsevgeç, T. (2015). Veri toplama. Creswell, J. W. (Ed.). Nitel araştırma yöntemleri. Beş yaklaşıma göre nitel araştırma ve araştırma deseni. Ankara: Siyasal kitabevi.
30. Pillinger, C., & Wood, C. (2014). Pilot study evaluating the impact of dialogic reading and shared reading at transition to primary school: Early literacy skills and parental attitudes. Literacy, 48(3), 155-163.
31. Ping, M. T. (2014). Group interactions in dialogic book reading activities as a language learning context in preschool. Learning, Culture and Social Interaction, 3, 146–158.
32. 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 doctoral thesis). California Riverside University, U. S.
33. Roselli, T. (2009). The role of dialogic reading in enhancing the learning opportunities of preschool English learners and teachers in an English only setting (Unpublished doctoral thesis). University of California, Santa Cruz, U. S.
34. Scarborough, H. S., & Dobrich, W. (1994). On the efficacy of reading to preschoolers. Developmental Review, 14(3), 245-302.
35. Towson, J. A., Fetting, A., Fleury, V. P. & Abarca, D. L. (2017). Dialogic reading in early childhood settings: A summary of the evidence base. Topics in Early Childhood Special Education, 37(3), 132–146. http://dx.doi.org/10.1177/0271121417724875.
36. Towson, J. A., Gallagher, P. A. & Bingham, G. E. (2016). Dialogic reading: Language and preliteracy outcomes for young children with disabilities. Journal of Early Intervention, 38(4) 230–246. http://dx.doi.org/10.1177/1053815116668643.
37. Vukelich, C., Christie, J. F., & Enz, B. J. (2014). Teaching language and literacy: Preschool through the elementary grade. United States: Ally & Bacon Publishing.
38. Waterhouse, N. L. (2014). Changing participation in guided interactive shared reading: A study of early childhood teachers’ implementation and children’s engagement (Unpublished doctoral thesis). Montana University, Washington.
39. Whitehurst, G. J. (1992). Dialogic reading: An effective way to read to preschoolers. Retrieved from http://www.readingrockets.org/article/dialogic-reading-effective-wayread-aloud-young-children.
40. Whitehurst, G. J., Arnold, D. S., Epstein, J. N., Angell, A. L., Smith, M., & Fischel, J. E. (1994). A picture book reading intervention in day care and home for children from low-income families. Developmental Psychology, 30(5), 679-689.
41. Whitehurst, G. J., & Lonigan, C. J. (1998). Child development and emergent literacy. Child Development, 69, 848-872.
42. Yıldırım, A. ve Şimşek, H. (2013). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayıncılık.
43. Yin, R. K. (2013). Case study research: Design and methods. United States: Sage Publications.
44. Yopp, R. H., & Yopp, H. K. (2006). Informational texts as read alouds in school and home. Journal of Literacy Research, 38, 37-51.
45. Yurtbakan, E. (2024). Sınıf, okul öncesi ve özel eğitim öğretmenlerinin etkileşimli okuma uygulama öz yeterliklerinin İncelenmesi. Ana Dili Eğitimi Dergisi, 12(2), 296-316.
46. Yurtbakan, E. (2020). Etkileşimli okuma: Bir içerik analizi. Ana Dili Eğitimi Dergisi, 8(1), 135-156.
47. Yurtbakan, E., Erdoğan, Ö. ve Erdoğan T. (2021). Etkileşimli okumanın okuma motivasyonuna etkisi. Eğitim ve Bilim, 46(206), 161-180.
48. Yurtbakan, E. ve Yurtbakan, E. G. (2022). Okul öncesi öğrenci annelerinin etkileşimli okuma deneyimleri. Ana Dili Eğitimi Dergisi, 10(2), 385-400.
49. Zevenbergen, A. A., & Whitehurst, G. J. (2003). Dialogic reading: A shared picture book reading intervention for preschoolers. In A. van Kleek. S. A. Stahl, & A. B. Bauer (Eds.). On reading to children: Parents and teachers (pp. 177–200). Mahwah, NJ: Lawrence Erlbaum Associates.