Ebeveynlerin Ev Ortamında Çocukları ile Gerçekleştirdikleri Sesli Okuma Uygulamaları

Year 2024, , 1821 - 1848, 01.11.2024

Mücahit Durmaz , Abdurrahman Baki Topçam , Muhammet Sönmez , Kasım Yıldırım , Behlül Bilal Sezer

https://doi.org/10.37669/milliegitim.1275285

Abstract

Bu çalışmanın amacı ebeveynlerin çocuklarıyla ev ortamında yürüttükleri sesli okuma deneyimlerini incelemektir. Araştırmanın çalışma grubunu 4-5 yaş aralığı çocuğa sahip ve sosyoekonomik düzeyi orta düzeyde olan beş ebeveyn oluşturmuştur. Ebeveynlerden belirlenen resimli çocuk kitaplarını çocuklarına seslendirmeleri ve aynı zamanda tüm seslendirme süreçlerini video kaydı altına almaları istenmiştir. Çocuklarla birlikte yapılan sesli okuma uygulamaları bir hafta sürmüştür. Ebeveynlerden gelen video kayıtları araştırmacılar tarafından sesli okuma envanteri yardımıyla analiz edilmiştir. Elde edilen bulgular sesli okuma uygulamaları sırasında ebeveynlerin çok fazla yazı farkındalığı/alfabe bilgisi ve fonolojik/ses bilgisel farkındalık boyutlarına yönelik etkinliklere yer vermedikleri görülmüştür. Diğer taraftan ebeveynlerin sesli okuma uygulamaları sırasında anlamayı destekleme/kelime bilgisi ve metne dikkat boyutlarına yönelik etkinliklere nispeten daha fazla yer verdikleri anlaşılmıştır.

Keywords

resimli çocuk kitapları, Ev okuryazarlık ortamı, etkileşimli sesli okuma

Reading Aloud Practices by Parents with Their Children at Home

Abstract

The aim of this study is to examine the reading aloud experiences of parents with their children at home. The study group of the research consisted of five parents with children between the ages of 4-5 and with a medium socioeconomic level. Parents were asked to voice the selected children's picture books to their children and also to record all the vocalization processes on video. Aloud reading practices with children lasted for one week. Video recordings from parents were analyzed by the researchers with the help of a reading-aloud inventory. The findings showed that during the oral reading practices, the parents did not include activities for the print awareness/alphabet knowledge and phonological/phonological awareness dimensions. On the other hand, it was understood that the parents gave relatively more space to activities related to the dimensions of supporting comprehension/vocabulary and attention to text during the practice of reading aloud.

Keywords

interactive reading aloud, children, Home literacy environment

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