A Content Analysis on Dialogic Reading

Abstract

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.

Keywords

• Reading,dialogic reading,content analysis

Etkileşimli Okuma: Bir İçerik Analizi

Abstract

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.

Keywords

• Okuma,etkileşimli okuma,içerik analizi

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