Ev Merkezli Paylaşımlı Kitap Okumanın 5 Yaş Grubu Dil ve Erken Okuryazarlık Becerilerine Etkisinin İncelenmesi

Abstract

Bu araştırmanın amacı ev merkezli gerçekleştirilen paylaşımlı okuma uygulamalarının (diyaloğa dayalı okuma ve yazı referanslı okuma) 5 yaş çocuklarının dil ve erken okuryazarlık becerilerine etkisinin incelenmesidir. Bu amaç doğrultusunda araştırma ön test-son test kontrol gruplu deneysel model olarak modellenmiş olup çalışma grubunu 2020-2021 eğitim-öğretim yılında Millî Eğitim Bakanlığı’na bağlı olan bir okulda öğrenim görmekte olan 5 yaş grubu 31 çocuk oluşturmaktadır. Deney 1 grubu (n=8) ile diyaloğa dayalı okuma (DD) ve Deney 2 grubu (n=7) ile yazı referanslı okuma (YR) gerçekleştirilmiş; Deney 3 grubu (n=6) deneysel işlem süresince herhangi bir okuma tekniği kullanmadan aynı kitapları okumuş, Kontrol grubuna (n=7) ise herhangi bir işlem uygulanmamıştır. Araştırmada veri toplama aracı olarak Anne Bilgi Formu, Türkçe Erken Dil Gelişim Testi (TEDİL) ve Erken Okuryazarlık Becerilerini Değerlendirme Aracı (EOBDA) kullanılmıştır. Araştırmanın sonucunda DD uygulamalarının alıcı dil becerileri üzerindeki en etkili teknik olduğu ortaya konmuştur. DD uygulamalarının öyküyü anlama, YR uygulamalarının yazı farkındalığı üzerindeki en etkili teknik olduğu ortaya konmuştur.

Keywords

• Paylaşımlı okuma
• diyaloğa dayalı okuma
• yazı referanslı okuma
• 5 yaş
• dil gelişimi
• erken okuryazarlık becerileri

Ethical Statement

Söz konusu araştırma Marmara Üniversitesi Eğitim Bilimler Enstitüsü Araştırma ve Yayın Etik Kurulu tarafından incelenmiş ve 19.03.2021 tarihli 2100082088 sayılı karar ile etik yönden uygun görülmüştür.

Examining the Effect of Home-Based Shared Book Reading on the Language and Early Literacy Skills of 5-Year-Old Children

Abstract

This study aims to examine the impact of home-based shared reading practices (dialogic reading and print-referencing reading) on the language and early literacy skills of 5-year-old children. Tthis research was designed as a pretest-posttest control group experimental model. The study group consisted of 31 five-year-old children enrolled in a school affiliated with the Ministry of National Education during the 2020-2021 academic year. Dialogic reading (DR) was conducted with Experiment Group 1 (n=8), and print-referencing reading (PR) was conducted with Experiment Group 2 (n=7). Experiment Group 3 (n=6) was exposed to the same books without applying any specific technique during the experimental process, while the Control Group (n=7) received no intervention. The data collection tools used in this study included the Mother Information Form, the Turkish Early Language Development Test (TEDİL), and the Early Literacy Skills Assessment Tool (EOBDA). The results of this study showed that DR was the most effective technique for receptive language skills. DR emerged as the most effective technique for story comprehension, while PR was identified as the most effective technique for print awareness.

Keywords

• Shared reading
• dialogic reading
• print referencing
• 5 years old
• language development
• early literacy skills

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