Anasınıfında Uygulanan Etkileşimli Kitap Okuma Programının Sonraki Okuma Becerilerine Etkisi: İzleme Çalışması

Öz

Çocukların kitap okuma etkinliklerine aktif katılımlarını öngören etkileşimli kitap okuma (EKO), okul öncesi dönemdeki çocukların dil ve erken okuryazarlık becerilerinin gelişimini desteklemek amacıyla sıklıkla kullanılan bir müdahale yöntemidir. EKO’nun dil ve erken okuryazarlık becerileri üzerinde kısa dönemli etkilerini gösteren çok sayıda çalışma bulunmakla birlikte, uzun süreli etkilerini inceleyen ve olumlu sonuçlar bildiren çalışmaların sayısı oldukça sınırlıdır. Bu bağlamda, yapılan çalışmada, EKO uygulamaları sonucunda kısa dönemde elde edilen kazanımların uzun dönemli sonuçlarının izlenmesi ve EKO’nun okuma ve okuduğunu anlama becerileri üzerindeki etkilerinin incelenmesi amaçlanmıştır. Çalışma grubunu, anasınıfındayken EKO uygulamalarına katılmış 72 ve uygulamalara katılmamış 73 birinci sınıf öğrencisi oluşturmuştur. Çalışma kapsamında çocukların 1. sınıftaki anlamlı ve anlamsız sözcük okuma doğrulukları ve süreleri ile doğru okuma, akıcı okuma ve okuduğunu anlama becerileri değerlendirilmiş ve EKO uygulamalarına katılmamış akranlarının performans düzeyi ile karşılaştırılmıştır. Elde edilen sonuçlar, EKO uygulamalarına katılan çocukların ilkokul birinci sınıfta anlamlı sözcükleri okuma süresi, doğru okunan anlamsız sözcük sayısı, dakikada doğru okunan sözcük sayısı ve okuduğunu anlama doğru yanıt sayısı bakımından akranlarından anlamlı düzeyde daha yüksek performans gösterdiklerini ortaya koymuştur. Bulgular alanyazında bildirilen sonuçlar çerçevesinde tartışılmış ve öneriler sunulmuştur.

Anahtar Kelimeler

• etkileşimli kitap okuma,erken okuıryazarlık,okuma becerileri,izleme çalışması

Effects of Dialogic Reading Program on Later Reading Skills: Follow-Up Study

Abstract

Dialogic reading (DR) which involves the active participation of the child in the reading activity is a frequently used method of intervention to support the development of children's language and early literacy skills in preschool. Although there are numerous studies showing the short-term effects of DR on language and early literacy skills, the number of studies examining long-term effects and reporting positive results is quite limited. In this context, the study aimed to investigate the long-term results of the achievements obtained in the short term as a result of DR implementation and its impact on reading and reading comprehension skills. The study group consisted of 72 first grade children who participated in DR applications during kindergarten (DR Group) and 73 of their peers who did not participate in DR (Control Group). Groups’ word recognition, accuracy, fluency and reading comprehension skills were examined and compared. Results revealed that the DR group performed significantly better than the control group on reading speed for real words, number of nonwords read correctly, number of words read correctly in a text in one minute, and number of correct answers for reading comprehension. Results were discussed in the light of previous research findings and recommendations are presented.

Keywords

• dialogic reading,early literacy,reading skills,follow-up study

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