ANA-BABALARIN HİKÂYE KİTABI OKUMAYA İLİŞKİN ÖZYETERLİLİK ÖLÇEĞİ

Abstract

Araştırmalar öğrencilerin okula başladıkları ilk yıl okuma konusunda gösterdikleri başarının ileriki yıllardaki akademik başarılarının en önemli belirleyicilerinden biri olduğunu belirtmektedir. Yine araştırmalar dil becerisinin okuma becerisinin kazanılmasında önemli bir etken olduğunu ortaya koymaktadır. Ana-babalar çocuklarına hikâye kitabı okuyarak çocuklarının dil gelişimine katkı sağlayabilirler. Ana-babaların çocuklarına hikâye kitabı okumaları özellikle düşük sosyoekonomik düzeye sahip bölgelerden gelen çocuklara eğitimde fırsat eşitliği sağlamayı amaçlayan erken müdahale programlarının sıklıkla kullandıkları bir tekniktir. Fakat belirli nedenlerden dolayı bazı ana-babalar çocuklarına hikâye kitabı okumamakta ya da diğer ana-babalara oranla daha az okumaktadırlar. Bandura, belirli bir beceriye ilişkin özyeterlilik inancı düşük olan insanların o beceriye ilişkin davranışı gerçekleştirmek için girişimde dahi bulunmayabileceklerini belirtmiştir. Bu nedenle ana-babaların çocuklarına hikâye kitabı okumalarının nedenlerinden birinin, hikâye kitabı okumaya ilişkin özyeterlilik eksikliği olabileceği düşünülmüştür. Ana-babaların hikâye kitabı okumalarına ilişkin özyeterlilik eksikliklerinin belirlenmesi ve bu eksikliğin giderilmesi, hikâye kitabı okuma tekniğini kullanan erken müdahale programlarının daha etkili olmalarını sağlayacağı düşünülmektedir. Bu araştırma ana-babaların hikâye kitabı okumalarına ilişkin özyeterlilik ölçeğinin geliştirilmesini amaçlamaktadır. Bulgular ölçeğin geçerli ve güvenilir bir ölçme aracı olduğunu ortaya koymuştur.

Keywords

• Özyeterlilik, erken müdahale, ana-baba hikâye okuma, özyeterlilik ölçeği, geçerlilik-güvenilirlik

PARENTS’ SELF-EFFICACY FOR STORYBOOK READING SCALE

Abstract

Studies showed that first grade reading achievement is one of the best predictors of future academic achievement. Studies also revealed that advance language skills are one of the important effects in acquiring the reading skills. Parents can support their children’s language development through storybook reading. Therefore many early intervention studies recruited storybook reading as an intervention technique. Although storybook reading is an effective intervention technique especially for disadvantage children some parents do not read to their children. Bandura claimed that if a person has a low self-efficacy for a certain task he or she may not even attempt to do the task. Parents’ lack of self-efficacy about storybook reading may be one of the reasons for not reading to their children. If there is a deficit in self-efficacy intervention studies should focus on this problem before they progress on other issues. Therefore, it is important to measure parents’ self-efficacy for storybook reading. Purpose of this study is to develop a parents’ self-efficacy for storybook reading scale and determine its’ reliability and validity. Findings showed that parents’ self-efficacy for storybook reading scale is a valid and reliably instrument.

Keywords

• Self-efficacy, early intervention, parents’ storybook reading, self-efficacy scale, validity-reliability

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