Ebeveynlerin Ev Ortamında Çocukları ile Gerçekleştirdikleri Sesli Okuma Uygulamaları
Year 2024,
Volume: 53 Issue: 244, 1821 - 1848, 01.11.2024
Mücahit Durmaz
,
Abdurrahman Baki Topçam
,
Muhammet Sönmez
,
Kasım Yıldırım
,
Behlül Bilal Sezer
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.
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Reading Aloud Practices by Parents with Their Children at Home
Year 2024,
Volume: 53 Issue: 244, 1821 - 1848, 01.11.2024
Mücahit Durmaz
,
Abdurrahman Baki Topçam
,
Muhammet Sönmez
,
Kasım Yıldırım
,
Behlül Bilal Sezer
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.
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- Adams, M. J. (1990). Beginning to read: Thinking and learning about print. MIT Press.
- Alshehri, M. (2014). Improving reading comprehension for Saudi students by using the reading aloud strategy. curriculum and instruction in inclusive education department of curriculum and instruction. [Unpublished master’s thesis]. State University.
- Aram, D., and Shapira, R. (2012). Parent-child shared book reading and children’s language, literacy, and empathy development. Rivista Italiana di Educazione Familiare, 7(2), 55–65 https://oaj.fupress.net/index.php/rief/article/download/4073/4073
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- Barnyak, N. C. (2011). A qualitative study in a rural community: Investigating the attitudes, beliefs, and interactions of young children and their parents regarding storybook read alouds. Early Childhood Education Journal, 39, 149-159.
- Barone, C., Fougère, D., and Martel, K. (2021). Reading aloud to children, social inequalities, and vocabulary development: evidence from a randomized controlled trial. IZA Discussion Papers, 13458, 1-26. https://hal.archives-ouvertes.fr/hal-03097888
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- Bentley, J. K. (2020). Reading with daddy: parent gender, joint book reading, and emergent literacy growth [Unpublished doctoral dissertation]. Clemson University.
- Bıçakçı, M. Y., Er, S., ve Aral, N. (2017). Annelerin çocuklarına etkileşimli kitap okuma süreçlerine ilişkin görüşleri [Views of Mothers reading interactive book-reading process to their children]. Türk Eğitim Derneği, 42(191), 53- 68.
- Bronfenbrenner, U. (1977). Toward an experimental ecology of human development. American Psychologist, 32(7), 513-531.
- Bronfenbrenner, U. (1979). The ecology of human development. Harvard University Press.
- Bus, A. G. (2001). Joint caregiver-child storybook reading: A route to literacy development, Handbook of early literacy research. In S. B. Neumann ve D.K. Dickinson (Eds.). (pp.179-191). Guilford Press.
- Bütün, K. (2023). Dijital hikâyeleri etkileşimli okumanın okuduğunu anlama becerisine, okuma motivasyonuna ve ilgisine etkisi [Yayımlanmamış yüksek lisans tezi]. Marmara Üniversitesi.
- Cengiz, Ö. (2013). Türk annelerin çocuklarına kitap okurken kullandıkları dil [The language Turkish mothers use when reading to their children]. Edebiyat Fakültesi Dergisi, 30(1), 97-114.
- Chou, M. J., and Cheng, J. C. (2015). Parent-child aesthetic shared reading with young children. Universal Journal of Educational Research, 3(11), 871-876.
- Curenton, S. M., and Justice, L. M. (2008). Children’s preliteracy skills: Influence of mothers’ education and beliefs about shared-reading interactions. Early Education and Development, 19(2), 261-283.
- Debaryshe, B. D., and Binder, J. C. (1994). Development of an instrument for measuring parental beliefs about reading aloud to young children. Perceptual and Motor Skills, 78(3), 1303–1311. https://doi.org/10.2466/pms.1994.78.3c.1303
- Dexter, C. A., and Stacks, A. M. (2014) A preliminary investigation of the relationship between parenting, parent-child shared reading practices, and child development in low-income families, Journal of Research in Childhood Education, 28(3), 394-410, https://doi.org/10.1080/02568543.2014.913278
- Dixon-Krauss, L., Januszka, C. M., and Chae, C.-H. (2010). Development of the Dialogic Reading Inventory of Parent-Child Book Reading. Journal of Research in Childhood Education, 24(3), 266–277.
https://doi.org/10.1080/02568543.2010.487412
- Doyle, B. G., and Bramwell, W. (2006). Promoting emergent literacy and social-emotional learning through dialogic reading. The Reading Teacher, 59, 554-564.
- Emre, O. (2017). Sesli kitap okuma etkinliğinde, annenin kültürel sermayesinin çocuğun okul öncesi okuryazarlık geliṣimine etkisi [The influence of mother’s cultural capital on development of child’s preschool literacy in book reading activity]. Avrasya Uluslararası Araştırmalar Dergisi, 5(10), 235-255.
https://doi.org/10.33692/avrasyad.509867
- Er, S. (2016). Okul öncesi dönemde anne babaların etkileşimli hikâye kitabı okumalarının önemi [The importance of interactive storybook reading for parents in preschool period]. Başkent University Journal of Education, 3(2), 156-16.
- Ergül, C., Akoğlu, G., Sarıca, D., Tufan, M., ve Karaman, G. (2015). Ana sınıflarında gerçekleştirilen birlikte kitap okuma etkinliklerinin etkileşimli kitap okuma bağlamında incelenmesi [Examination of shared book reading activities in kindergartens based on ‘dialogic reading’]. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 11(3), 603-619.
- Ergül, C., Sarıca, A. D., ve Akoğlu, G. (2016). Etkileşimli kitap okuma: dil ve erken okuryazarlık becerilerinin geliştirilmesinde etkili bir yöntem [Dialogic reading: an effective method to improve language and early literacy skills]. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 17(2), 193-206. https://doi.org/10.21565/ozelegitimdergisi.246307
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