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'BEGINNING READERS' MOTIVATION FOR READING, DAILY TIMES AND FAMILY READ A BOOK BY THE EVALUATION OF READING

Year 2013, Volume: 21 Issue: 3, 1105 - 1116, 15.07.2016

Abstract

Reading skill, knowledge and many skills including coordination of a series of strategy takes place. This situation needs to read the individuals, interests and motivation to take action related to a condition that affects behavior. Motivation is more important in small classes. Therefore, the beginning reading level reader' determine reading for motivation, understand students' individual differences and in literacy experiences at home or at school is important to help. According to the results, reading the daily motivation to increase the duration of the reading; motivation of parents reading books to read or not read no effect is observed. His parents reading activity itself did not create any impact in children. Therefore, it is recommended parents to share their reading activities.

References

  • Maine, F. ve Waller, A. (2011). Swallows and Amazons Forever: How Adults and Children Engage in Reading a Classic Text. Children’s Literature in Education. 42, 354–371.
  • Akyol, H. (2010). Türkçe Öğretim Yöntemleri. Ankara: Pegem Akademi.
  • Güneş, F. (2008). Hızlı okuma ve anlamı yapılandırma. Nobel yayınları. Ankara.
  • Winch, G., Rosemary, R.J., March, P., Ljungdahl, L., ve Holliday, M. (2006). Literacy: Reading, Writing and Children’s Literature. Oxford: Oxford University Press
  • Wigfield, A., ve Tonks, S. (2004). The development of motivation for reading and how it is influ- enced by CORI. In J. T. Guthrie, A. Wigfield, & K. C. Perencevich (Eds.), Motivating reading comprehension: Concept Oriented Reading Instruction (pp. 249–272). Mahwah, NJ: Erlbaum.
  • Relan, A. (1992). Motivational Strategies in Computer-based Instruction: Some Lessons from Theories and Models of Motivation. In proceedings of selected research and deve- lopment presentations at the Convention of the Association for Educational Communi- cations and Technology,1994, ERIC Document Reproduction Service No. ED 348 017.
  • Mazzoni, S. A., Gambrell, L. B. ve Korkeamaki, R. (1999). A Cross-Cultural Perspective of Early Literacy Motivation. Journal of Reading Psychology, 20, 237-253.
  • Eccles, J.S., Wigfield, A., Schiefele, U., Roeser R.W. ve Kean, P.D. (2006). The Deve- lopment of Achievement Motivation. In W. Damon, Richard M. Lerner ve N. Eisenberg (Ed.). Handbook of Child Psychology: Social, emotional, and personality development. (Sixth Edition), pp. 934-988. New York: Wiley.
  • Guthrie, J.T. ve Wigfield, A. (2000). Engagement and Motivation in Reading. In M. L. Kamil, P.B. Masenthal, P.D. Pearson & R. Bırr (Eds.), Reading Research Handbook (Vol III, pp.403-424), Mahwah, NJ: Erlbaum.
  • Baker, L. ve Scher, D. (2002). Beginning Readers’ Motivation For Reading İn Relation To Parental Beliefs And Home Reading Experiences. Reading Psychology, 23, 239–269.
  • Guthrie, J.T., Wigfield, A., Metsala, J.L. ve Cox, K.E. (1999). Motivational and Cognitive Predic- tors of Text Comprehension and Reading Amount. Scientific Studies of Reading, 3 (3), 231-257.
  • Anderson, R.C, Wilson, P.T. ve Fielding, L.G. (1988). Growth in Reading and How Child- ren Spend Their Time Outside of School. Reading Research Quarterly, 23(3), 285-303.
  • Taylor, B.M., Frye, B.J. ve Maruyama, G.M. (1990). Time Spent Reading and Reading Growth. American Educational Research Journal, 27(2), 351-362.
  • Campbell, J.R., Voelkl, K.E., ve Donahue, P.L. (1997). NAEP 1996 trends in academic progress (NCES Publication No. 97985r). Washington, DC: U.S. 15.02.2012 tarihinde nces.ed.gov/pubsearch/pubsinfo.asp?pubid=97985r adresinden alınmıştır.
  • Cunningham, A. E. ve Stanovich, K. E. (1997). Early Reading Acquisition And İts Relation To Reading Experience and Ability 10 Years Later. Developmental Psychology, 33, 934-945.
  • Lau, K. (2009). Reading Motivation, Perceptions of Reading İnstruction And Reading Amount: A Comparison of Junior and Senior Secondary Students in Hong Kong. Journal of Research in Reading, 32( 4), 366–382.
  • Wigfield, A. ve Guthrie, J.T. (1997). Relations of Children’s Motivation For Reading to The Amount and Breadth of Their Reading. Journal of Educational Psychology, 89(3), 420-432.
  • Mata, L. (2011). Motivation for Reading and Writing in Kindergarten Children. Reading Psychology, 32 (3), 272-299.
  • McGeown, S., Goodwin, H., Henderson, N. ve Wright, P. (2011). Gender Differences In Reading Motivation: Does Sex or Gender Identity Provide A Better Account? Journal of Research in Reading, 3(2), 1-9.
  • Baker, L., Mackler, K., Sonnenschein, S. ve Serpell, R. (2001). Parents’ Interactions with Their First-Grade Children During Storybook Reading and Relations with Subsequent Home Rea- ding Activity and Reading Achievement.Journal of School Psychology, 39 (5), 415-438.
  • Fraenkel, J. R. ve Wallen, N. E. (2006). How to Design and Evaluate Research in Educa- tion (6.ed.). Boston: McGraw-Hill.
  • Öztürk, E. ve İleri, Z. (2011, Mayıs). Başlangıç Düzeyi Okuyucuları Okuma Motivasyonu Ölçeği Öğretmen ve Öğrenci Formu Geliştirme Çalışması. 10.Ulusal Sınıf Öğretmenliği Eğitimi Sempozyumu’nda sunulmuş bildiri. Cumhuriyet Üniversitesi, Sivas.
  • Logan, S. ve Medford, E. (2011). Gender Differences In The Strength of Association Betwe- en Motivation, Competency Belief and Reading Skill. Educational Research, 53 (1) , 85-94.
  • Budak, S. (2001). Psikoloji Sözlüğü. Ankara: Bilim ve Sanat Yayınları.
  • Purcell-Gates, V., McIntyre, E. ve Freppon, P. (1995). Learning Written Storybook Langu- age In School: A Comparison of Low-SES Children In Skill-Based and Whole Language Classrooms. American Educational Research Journal, 32 (3), 659-685.
  • Baker, L., Dreher, M. J., ve Guthrie, J. T. (2000). Why Teachers Should Promote Reading Engagement. In L. Baker, M. J. Dreher ve J. T. Guthrie (Ed.). Engaging young readers: Promoting achievement and motivation (pp. 1–16). New York:Guilford
  • Nuttall, C. (1996). Teaching Reading Skills In A Foreign Language. Oxford: Heinemann English Language Teaching. Chapter 8: “An extensive reading programme” (pp. 127-148).

BAŞLANGIÇ DÜZEYİ OKUYUCULARININ OKUMA MOTİVASYONLARININ, GÜNLÜK KİTAP OKUMA SÜRELERİ VE AİLENİN OKUMA DURUMUNA GÖRE DEĞERLENDİRİLMESİ

Year 2013, Volume: 21 Issue: 3, 1105 - 1116, 15.07.2016

Abstract

Okuma kabiliyet, bilgi ve stratejinin bir dizi koordinasyonunu içeren pek çok beceriyle gerçekleşir. Bu durum da bireylerin okumaya yönelik isteklerini, ilgilerini ve harekete geçmelerini sağlayan davranışları etkileyen bir durum olan motivasyonla bağlantılıdır. Motivasyon küçük sınıflarda daha büyük bir öneme sahiptir. Bu nedenle başlangıç düzeyi okuyucularının okuma motivasyonunu belirlemek, öğrencilerin bireysel farklılıklarını anlamak ve evde veya okulda okuryazarlık deneyimlerine yardımcı olabilmek açısından önemlidir. Elde edilen sonuçlara göre, günlük kitap okuma süresinin okuma motivasyonunu arttırdığı; anne-babalarının kitap okuyup okumadıklarının ise öğrencilerin okuma motivasyonunda anlamlı farklılık oluşturmadığı görülmektedir. Anne- babanın kendi başına yaptığı okuma etkinliği çocuklarda herhangi bir etki yaratmamıştır. Bu nedenle, ailelerin yaptıkları okuma etkinliklerini çocukları ile paylaşmaları önerilmektedir.

References

  • Maine, F. ve Waller, A. (2011). Swallows and Amazons Forever: How Adults and Children Engage in Reading a Classic Text. Children’s Literature in Education. 42, 354–371.
  • Akyol, H. (2010). Türkçe Öğretim Yöntemleri. Ankara: Pegem Akademi.
  • Güneş, F. (2008). Hızlı okuma ve anlamı yapılandırma. Nobel yayınları. Ankara.
  • Winch, G., Rosemary, R.J., March, P., Ljungdahl, L., ve Holliday, M. (2006). Literacy: Reading, Writing and Children’s Literature. Oxford: Oxford University Press
  • Wigfield, A., ve Tonks, S. (2004). The development of motivation for reading and how it is influ- enced by CORI. In J. T. Guthrie, A. Wigfield, & K. C. Perencevich (Eds.), Motivating reading comprehension: Concept Oriented Reading Instruction (pp. 249–272). Mahwah, NJ: Erlbaum.
  • Relan, A. (1992). Motivational Strategies in Computer-based Instruction: Some Lessons from Theories and Models of Motivation. In proceedings of selected research and deve- lopment presentations at the Convention of the Association for Educational Communi- cations and Technology,1994, ERIC Document Reproduction Service No. ED 348 017.
  • Mazzoni, S. A., Gambrell, L. B. ve Korkeamaki, R. (1999). A Cross-Cultural Perspective of Early Literacy Motivation. Journal of Reading Psychology, 20, 237-253.
  • Eccles, J.S., Wigfield, A., Schiefele, U., Roeser R.W. ve Kean, P.D. (2006). The Deve- lopment of Achievement Motivation. In W. Damon, Richard M. Lerner ve N. Eisenberg (Ed.). Handbook of Child Psychology: Social, emotional, and personality development. (Sixth Edition), pp. 934-988. New York: Wiley.
  • Guthrie, J.T. ve Wigfield, A. (2000). Engagement and Motivation in Reading. In M. L. Kamil, P.B. Masenthal, P.D. Pearson & R. Bırr (Eds.), Reading Research Handbook (Vol III, pp.403-424), Mahwah, NJ: Erlbaum.
  • Baker, L. ve Scher, D. (2002). Beginning Readers’ Motivation For Reading İn Relation To Parental Beliefs And Home Reading Experiences. Reading Psychology, 23, 239–269.
  • Guthrie, J.T., Wigfield, A., Metsala, J.L. ve Cox, K.E. (1999). Motivational and Cognitive Predic- tors of Text Comprehension and Reading Amount. Scientific Studies of Reading, 3 (3), 231-257.
  • Anderson, R.C, Wilson, P.T. ve Fielding, L.G. (1988). Growth in Reading and How Child- ren Spend Their Time Outside of School. Reading Research Quarterly, 23(3), 285-303.
  • Taylor, B.M., Frye, B.J. ve Maruyama, G.M. (1990). Time Spent Reading and Reading Growth. American Educational Research Journal, 27(2), 351-362.
  • Campbell, J.R., Voelkl, K.E., ve Donahue, P.L. (1997). NAEP 1996 trends in academic progress (NCES Publication No. 97985r). Washington, DC: U.S. 15.02.2012 tarihinde nces.ed.gov/pubsearch/pubsinfo.asp?pubid=97985r adresinden alınmıştır.
  • Cunningham, A. E. ve Stanovich, K. E. (1997). Early Reading Acquisition And İts Relation To Reading Experience and Ability 10 Years Later. Developmental Psychology, 33, 934-945.
  • Lau, K. (2009). Reading Motivation, Perceptions of Reading İnstruction And Reading Amount: A Comparison of Junior and Senior Secondary Students in Hong Kong. Journal of Research in Reading, 32( 4), 366–382.
  • Wigfield, A. ve Guthrie, J.T. (1997). Relations of Children’s Motivation For Reading to The Amount and Breadth of Their Reading. Journal of Educational Psychology, 89(3), 420-432.
  • Mata, L. (2011). Motivation for Reading and Writing in Kindergarten Children. Reading Psychology, 32 (3), 272-299.
  • McGeown, S., Goodwin, H., Henderson, N. ve Wright, P. (2011). Gender Differences In Reading Motivation: Does Sex or Gender Identity Provide A Better Account? Journal of Research in Reading, 3(2), 1-9.
  • Baker, L., Mackler, K., Sonnenschein, S. ve Serpell, R. (2001). Parents’ Interactions with Their First-Grade Children During Storybook Reading and Relations with Subsequent Home Rea- ding Activity and Reading Achievement.Journal of School Psychology, 39 (5), 415-438.
  • Fraenkel, J. R. ve Wallen, N. E. (2006). How to Design and Evaluate Research in Educa- tion (6.ed.). Boston: McGraw-Hill.
  • Öztürk, E. ve İleri, Z. (2011, Mayıs). Başlangıç Düzeyi Okuyucuları Okuma Motivasyonu Ölçeği Öğretmen ve Öğrenci Formu Geliştirme Çalışması. 10.Ulusal Sınıf Öğretmenliği Eğitimi Sempozyumu’nda sunulmuş bildiri. Cumhuriyet Üniversitesi, Sivas.
  • Logan, S. ve Medford, E. (2011). Gender Differences In The Strength of Association Betwe- en Motivation, Competency Belief and Reading Skill. Educational Research, 53 (1) , 85-94.
  • Budak, S. (2001). Psikoloji Sözlüğü. Ankara: Bilim ve Sanat Yayınları.
  • Purcell-Gates, V., McIntyre, E. ve Freppon, P. (1995). Learning Written Storybook Langu- age In School: A Comparison of Low-SES Children In Skill-Based and Whole Language Classrooms. American Educational Research Journal, 32 (3), 659-685.
  • Baker, L., Dreher, M. J., ve Guthrie, J. T. (2000). Why Teachers Should Promote Reading Engagement. In L. Baker, M. J. Dreher ve J. T. Guthrie (Ed.). Engaging young readers: Promoting achievement and motivation (pp. 1–16). New York:Guilford
  • Nuttall, C. (1996). Teaching Reading Skills In A Foreign Language. Oxford: Heinemann English Language Teaching. Chapter 8: “An extensive reading programme” (pp. 127-148).
There are 27 citations in total.

Details

Other ID JA43SC74DD
Journal Section Review Article
Authors

Ergün Öztürk This is me

Zeynep İleri Aydemir

Publication Date July 15, 2016
Published in Issue Year 2013 Volume: 21 Issue: 3

Cite

APA Öztürk, E., & İleri Aydemir, Z. (2016). ’BEGINNING READERS’ MOTIVATION FOR READING, DAILY TIMES AND FAMILY READ A BOOK BY THE EVALUATION OF READING. Kastamonu Education Journal, 21(3), 1105-1116.

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