Research Article
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Year 2024, Volume: 17 Issue: 3, 616 - 642, 25.07.2024
https://doi.org/10.30831/akukeg.1379716

Abstract

References

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  • Blom-Hoffman, J., O’neil Pirozzi, T. M., & Cutting, J. (2006). Read together, talk together: The acceptability of teaching parents to use dialogic reading strategies via videotaped instruction. Psychology in the Schools, 43(1), 71-78. https://doi.org/10.1002/pits.20130
  • *Brayko, K. (2013). Reading and relationships: leveraging community strengths in a cross-age, bilingual, dialogic reading intervention [Doctoral dissertation]. University of Washington.
  • 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.
  • *Bryant, J. D. S. (2016). Let's give them something to talk about: Supporting primary African American students' language through dialogic reading [Doctoral dissertation]. University of Missouri-Saint Louis.
  • *Bucksar, A. V. (2022). The impact of digital dialogic reading intervention on the primary school age at-risk readers’ comprehension [Doctoral dissertation]. Widener University.
  • *Ceyhan, S., & Yıldız, M. (2021). The effect of interactive reading aloud on student reading comprehension, reading motivation, and reading fluency. International Electronic Journal of Elementary Education, 13(4),421-431. https://doi.org/10.26822/iejee.2021.201
  • *Chuang, C., & Jamiat, N. (2023). A systematic review on the effectiveness of children’s interactive reading applications for promoting their emergent literacy in the multimedia context. Contemporary Educational Technology, 15(2), ep412. https://doi.org/10.30935/cedtech/12941
  • Cohrssen, C., Niklas, F., & Tayler, C. (2016). ‘Is that what we do?’ Using a conversation analytic 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. https://doi.org/10.1177/1468798415592008
  • Creswell, J. W., & Poth, C. N. (2016). Qualitative inquiry and research design: Choosing among five approaches. Sage publications.
  • *Çetinkaya, F. Ç., Öksüz, H. İ., & Öztürk, M. (2018). Etkileşimli okuma ve kelime hazinesi. Journal of International Social Research, 11(60), 705-715. http://dx.doi.org/10.17719/jisr.2018.2825
  • *Çetinkaya, F.C., Ates, S. & Yildirim, K. (2019). Effects of interactive book reading activities on improvement of elementary school students’ reading skills. International Journal of Progressive Education, 15(3), 180-193. https://doi.org/ 10.29329/ijpe.2019.193.13.
  • Çelebi-Öncü, E. (2016). Etkileşimli kitap okumanın beş-altı yaş çocuklarının sosyal durumlara yaklaşımlarına etkisinin incelenmesi. Ana Dili Eğitimi Dergisi, 4(4), 489-503.
  • *Durmaz, M. (2020). Etkı̇leşı̇mlı̇ okumanın hı̇kâye anlatma becerı̇sı̇ne etkı̇sı̇. [Master Thesis], Düzce University. Elmonayer, R. A. (2013). Promoting phonological awareness skills of Egyptian kindergarteners through dialogic reading. Early Child Development and Care, 183(9), 1229–1241. https://doi.org/10.1080/03004430.2012.703183
  • Ergül, C., Sarıca, A. D., & 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. https://doi.org/10.21565/ozelegitimdergisi.246307
  • *Ergül, C., Akoğlu, G., Karaman, G., & Sarıca, A. D. (2017). Anasınıfında uygulanan etkileşimli kitap okuma programının sonraki okuma becerilerine etkisi: İzleme çalışması. Kuramsal Eğitimbilim Dergisi [Journal of Theoretical Educational Science], 10(2), 191-219. http://dx.doi.org/10.5578/keg.27611
  • *Ertem, İ. S. (2011). Understanding interactive CD-ROM storybooks and their functions in reading comprehension: A critical review. International Journal of Progressive Education, 7(1), 28-44.
  • Ganotice Jr, F. A., Downing, K., Mak, T., Chan, B., & Lee, W. Y. (2017). Enhancing parent-child relationship through dialogic reading. Educational Studies, 43(1), 51-66. https://doi.org/10.1080/03055698.2016.1238340
  • *Gemake, J. (1984). Interactive reading: How to make children active readers. The Reading Teacher, 37(6), 462–466.
  • Gladwin, R. F., & Stepp-Greany, J. (2008). Reading approach vs. traditional an interactive. instructor-supported reading instruction in Spanish. Foreign Language Annals, 41(4), 687-701.https://doi.org/10.1111/j.1944-9720.2008.tb03325.x
  • *Gutiérrez, R. (2016). Effects of dialogic reading in the improvement of reading comprehension in students of primary education/Efectos de la lectura dialógica en la mejora de la comprensión lectora de estudiantes de Educación Primaria. Revista de Psicodidáctica, 21(2), 303-320.
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  • *Hakimi, Z., Abdorahimzadeh, S. J., & Kargar, A. A. (2014). Implementing English study in primary education: Investing in early interactive reading and children literature. Modern Journal of Language Teaching Methods, 4(3), 100.
  • *İlhan, E., & Canbulat, T. (2021). Etkileşimli kitap okuma programının (ekop) ilkokul birinci sınıf öğrencilerinin temel dil becerilerine etkisi. Başkent University Journal of Education, 8(1), 40-56.
  • 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, 99-113. https://doi.org/10.1177/0271121403023003010
  • *Karadoğan, Z. (2020). Etkileşimli kitap okuma uygulamalarının okuduğunu anlama becerisi ve tutuma etkisi [Yüksek lisans tezi]. Balıkesir Üniversitesi.
  • *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(3), 332–348. https://doi.org/10.1111/1540-4781.00153
  • Lasserson, T. J., Thomas, J., & Higgins, J. P. (2019). Starting a review. In J.P.T. Higgins, J. Thomas, J. Chandler, M. Cumpston, T. Li, M.J. Page and V.A. Welch (Eds.), Cochrane handbook for systematic reviews of interventions. https://doi.org/10.1002/9781119536604.index
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  • *Manak, J. A. (2009). Intertextual connections: The impact of interactive read alouds on the writing of third graders during writing workshop [Doctoral dissertation]. University of Florida.
  • *Merga, M. K. (2017). Interactive reading opportunities beyond the early years: What educators need to consider. Australian Journal of Education, 61(3), 328-343. https://doi.org/10.1177/0004944117727749
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  • *Mitchell, A. (2015). Effect of interactive read-alouds on student comprehension [Master thesis]. University of Wisconsin.
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The Impact of Interactive Reading Activities at Primary School Level on Language Skills: A Systematic Review

Year 2024, Volume: 17 Issue: 3, 616 - 642, 25.07.2024
https://doi.org/10.30831/akukeg.1379716

Abstract

Araştırmanın amacı, ilkokul düzeyinde etkileşimli okumanın dil beceriyle kombinasyonunu ele alan ulusal ve uluslararası alanda yapılan çalışmaları içerik analizi yöntemiyle incelemektir. Araştırmada, birden fazla anahtar kelime ve veri tabanı kullanılarak erişilen ve ardından araştırmacılar tarafından araştırma amacına göre belirlenen kriterler ışığında değerlendirilerek seçilmiş 22 makale ile 11 lisansüstü tez olmak üzere toplam 33 çalışma analiz edilmiştir. 1984-2023 yılları arasını kapsayan çalışmalar; “kullanılan araştırma yöntemleri, sınıf düzeyleri, katılımcı sayıları, veri toplama araçları, veri analiz türleri, katılımcı türleri, konu edilen dil becerileri, araştırma sonuçlarına göre avantajları ve dezavantajları” kriterlerine göre incelenmiştir. Elde edilen sonuçlara göre, araştırmaların en çok nicel yöntemin yarı deneysel deseninde yürütüldüğü ve en fazla ikinci sınıf öğrencileriyle çalışıldığı belirlenmiştir. Genellikle küçük gruplarla çalışılan araştırmalarda etkileşimli okuma etkinliklerinin daha çok öğretmen-öğrenci arasında gerçekleştirildiği sonucuna ulaşılmıştır. Araştırmaların verileri en çok testler ile elde edilmiş ve verilerin analizlerinde betimsel istatistiki analizler ağırlıkta olmuştur. Araştırmalara konu edilen dil becerilerine bakıldığında ise en fazla okuma becerisine yer verildiği ve araştırma sonuçlarının neredeyse tamamına yakınının etkileşimli okuma uygulamalarının dil becerilerinin geliştirilmesine yönelik avantajları ön plana çıkardığı görülmüştür

References

  • Anderson, A., Anderson, J., & Shapiro, J. (2005). Supporting multiliteracies: Parents’ and children’s talk within shared storybook reading. Mathematics Education Research Journal, 16, 5-26. https://doi.org/10.1007/BF03217399
  • *Ariaz, S. K. (2010). Vocabulary acquisition of bilingual students through the implementation of dialogic shared storybook reading techniques [Master’s thesis]. The University of Texas at El Paso.
  • Bektaş, M., Dündar, H., & Ceylan, A. (2013). Ulusal sınıf öğretmenliği eğitimi sempozyumu (USOS) bildirilerinin çeşitli değişkenler açısından incelenmesi. Uşak Üniversitesi Sosyal Bilimler Dergisi, 6(2), 201-226.
  • Beschorner, B., & Hutchison, A. (2014). Parent education for dialogic reading: Online and face-toface delivery methods. Journal of Research in Childhood Education, 30(3), 374-388. https://doi.org/10.1080/02568543.2016.1178197
  • Blom-Hoffman, J., O’neil Pirozzi, T. M., & Cutting, J. (2006). Read together, talk together: The acceptability of teaching parents to use dialogic reading strategies via videotaped instruction. Psychology in the Schools, 43(1), 71-78. https://doi.org/10.1002/pits.20130
  • *Brayko, K. (2013). Reading and relationships: leveraging community strengths in a cross-age, bilingual, dialogic reading intervention [Doctoral dissertation]. University of Washington.
  • 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.
  • *Bryant, J. D. S. (2016). Let's give them something to talk about: Supporting primary African American students' language through dialogic reading [Doctoral dissertation]. University of Missouri-Saint Louis.
  • *Bucksar, A. V. (2022). The impact of digital dialogic reading intervention on the primary school age at-risk readers’ comprehension [Doctoral dissertation]. Widener University.
  • *Ceyhan, S., & Yıldız, M. (2021). The effect of interactive reading aloud on student reading comprehension, reading motivation, and reading fluency. International Electronic Journal of Elementary Education, 13(4),421-431. https://doi.org/10.26822/iejee.2021.201
  • *Chuang, C., & Jamiat, N. (2023). A systematic review on the effectiveness of children’s interactive reading applications for promoting their emergent literacy in the multimedia context. Contemporary Educational Technology, 15(2), ep412. https://doi.org/10.30935/cedtech/12941
  • Cohrssen, C., Niklas, F., & Tayler, C. (2016). ‘Is that what we do?’ Using a conversation analytic 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. https://doi.org/10.1177/1468798415592008
  • Creswell, J. W., & Poth, C. N. (2016). Qualitative inquiry and research design: Choosing among five approaches. Sage publications.
  • *Çetinkaya, F. Ç., Öksüz, H. İ., & Öztürk, M. (2018). Etkileşimli okuma ve kelime hazinesi. Journal of International Social Research, 11(60), 705-715. http://dx.doi.org/10.17719/jisr.2018.2825
  • *Çetinkaya, F.C., Ates, S. & Yildirim, K. (2019). Effects of interactive book reading activities on improvement of elementary school students’ reading skills. International Journal of Progressive Education, 15(3), 180-193. https://doi.org/ 10.29329/ijpe.2019.193.13.
  • Çelebi-Öncü, E. (2016). Etkileşimli kitap okumanın beş-altı yaş çocuklarının sosyal durumlara yaklaşımlarına etkisinin incelenmesi. Ana Dili Eğitimi Dergisi, 4(4), 489-503.
  • *Durmaz, M. (2020). Etkı̇leşı̇mlı̇ okumanın hı̇kâye anlatma becerı̇sı̇ne etkı̇sı̇. [Master Thesis], Düzce University. Elmonayer, R. A. (2013). Promoting phonological awareness skills of Egyptian kindergarteners through dialogic reading. Early Child Development and Care, 183(9), 1229–1241. https://doi.org/10.1080/03004430.2012.703183
  • Ergül, C., Sarıca, A. D., & 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. https://doi.org/10.21565/ozelegitimdergisi.246307
  • *Ergül, C., Akoğlu, G., Karaman, G., & Sarıca, A. D. (2017). Anasınıfında uygulanan etkileşimli kitap okuma programının sonraki okuma becerilerine etkisi: İzleme çalışması. Kuramsal Eğitimbilim Dergisi [Journal of Theoretical Educational Science], 10(2), 191-219. http://dx.doi.org/10.5578/keg.27611
  • *Ertem, İ. S. (2011). Understanding interactive CD-ROM storybooks and their functions in reading comprehension: A critical review. International Journal of Progressive Education, 7(1), 28-44.
  • Ganotice Jr, F. A., Downing, K., Mak, T., Chan, B., & Lee, W. Y. (2017). Enhancing parent-child relationship through dialogic reading. Educational Studies, 43(1), 51-66. https://doi.org/10.1080/03055698.2016.1238340
  • *Gemake, J. (1984). Interactive reading: How to make children active readers. The Reading Teacher, 37(6), 462–466.
  • Gladwin, R. F., & Stepp-Greany, J. (2008). Reading approach vs. traditional an interactive. instructor-supported reading instruction in Spanish. Foreign Language Annals, 41(4), 687-701.https://doi.org/10.1111/j.1944-9720.2008.tb03325.x
  • *Gutiérrez, R. (2016). Effects of dialogic reading in the improvement of reading comprehension in students of primary education/Efectos de la lectura dialógica en la mejora de la comprensión lectora de estudiantes de Educación Primaria. Revista de Psicodidáctica, 21(2), 303-320.
  • Gough, D., Thomas, J., & Oliver, S. (2012). Clarifying differences between review designs and methods. Systematic reviews, 1(1), 1-9.
  • *Hakimi, Z., Abdorahimzadeh, S. J., & Kargar, A. A. (2014). Implementing English study in primary education: Investing in early interactive reading and children literature. Modern Journal of Language Teaching Methods, 4(3), 100.
  • *İlhan, E., & Canbulat, T. (2021). Etkileşimli kitap okuma programının (ekop) ilkokul birinci sınıf öğrencilerinin temel dil becerilerine etkisi. Başkent University Journal of Education, 8(1), 40-56.
  • 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, 99-113. https://doi.org/10.1177/0271121403023003010
  • *Karadoğan, Z. (2020). Etkileşimli kitap okuma uygulamalarının okuduğunu anlama becerisi ve tutuma etkisi [Yüksek lisans tezi]. Balıkesir Üniversitesi.
  • *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(3), 332–348. https://doi.org/10.1111/1540-4781.00153
  • Lasserson, T. J., Thomas, J., & Higgins, J. P. (2019). Starting a review. In J.P.T. Higgins, J. Thomas, J. Chandler, M. Cumpston, T. Li, M.J. Page and V.A. Welch (Eds.), Cochrane handbook for systematic reviews of interventions. https://doi.org/10.1002/9781119536604.index
  • Malani, M. D., Barina, A., Kludjian, K., Perkowski, J., Nye, C. & Schwartz, C. (Commentary authors). (2010). Added value of dialogic book reading for young children's vocabulary development. Evidence-Based Communication Assessment and Intervention, 4(4), 178-182. https://doi.org/10.1080/17489539.2011.567891
  • *Manak, J. A. (2009). Intertextual connections: The impact of interactive read alouds on the writing of third graders during writing workshop [Doctoral dissertation]. University of Florida.
  • *Merga, M. K. (2017). Interactive reading opportunities beyond the early years: What educators need to consider. Australian Journal of Education, 61(3), 328-343. https://doi.org/10.1177/0004944117727749
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis (2nd ed.). Sage.
  • *Mitchell, A. (2015). Effect of interactive read-alouds on student comprehension [Master thesis]. University of Wisconsin.
  • Mol, S. E., Bus, A. G. & Jong, M. T. (2009). Interactive book reading in early education: A tool to stimulate print knowledge as well as oral language. Review of Educational Research, 79(2), 979-1007. https://doi.org/10.3102/0034654309332561
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There are 62 citations in total.

Details

Primary Language English
Subjects Specialist Studies in Education (Other)
Journal Section Articles
Authors

Ebru Ergül 0000-0002-0298-7035

Nurhan Aktas 0000-0003-0264-5120

Publication Date July 25, 2024
Submission Date October 22, 2023
Acceptance Date June 6, 2024
Published in Issue Year 2024 Volume: 17 Issue: 3

Cite

APA Ergül, E., & Aktas, N. (2024). The Impact of Interactive Reading Activities at Primary School Level on Language Skills: A Systematic Review. Journal of Theoretical Educational Science, 17(3), 616-642. https://doi.org/10.30831/akukeg.1379716