ANA-BABALARIN HİKÂYE KİTABI OKUMAYA İLİŞKİN ÖZYETERLİLİK ÖLÇEĞİ

Yıl 2009, Cilt: 7 Sayı: 4, 767 - 780, 01.12.2009

Hüseyin Kotaman

Öz

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.

Anahtar Kelimeler

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

PARENTS’ SELF-EFFICACY FOR STORYBOOK READING SCALE

Öz

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.

Anahtar Kelimeler

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

Kaynakça

• Aram, D., Levin, I. (2002). Mother-child joint writing and storybook reading: Relations with literacy among low SES kindergarteners. Merrill-Palmer Quarterly, 48, 202–224.
• Arnold, D. H., Lonigan, C. J., Whitehurst, G. J., Epstein, J. (1994). Accelerating language development through picture book reading: Replication and extension to a videotape training format. Journal of Educational Psychology, 86, 235–243.
• Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs Prentice Hall.
• Bandura, A. (1989). Human agency in social cognitive theory. American Psychologist, 44, 1175–1184.
• Bekman, S. (1995). Türkiye’deki erken çocukluk eğitiminin aralıklı incelenmesi. Eğitim ve Bilim, 84, 26–37.
• Bekman, S. (1998). Eşit firsat: Anne-Çocuk eğitimi programı’nın değerlendirilmesi. Istanbul: Anne-Çocuk Eğitim Vakfı Yayınları.
• Bouffard-Bouchard, T. (1990). Influence of self-efficacy on performance in a cognitive task. Journal of Social Psychology, 130, 353–63.
• Bus, G. A., Ijzendoorn H. M., Pellegrini, D. A. (1995). Joint book reading makes for success in learning, to read: A meta-analysis on intergenerational transmission of literacy. Review of Educational Research, 65, 1–21.
• Chow, W-Y. B., Mcbride-Chang, C. (2003). Promoting language and literacy development through parent-child reading in Hong Kong preschoolers. Early Education ve Development, 14, 233–248.
• Cunningham, E. A., Stanovich, E. K. (1997). Early reading acquisition and its relation to reading experience and ability 10 years later. Developmental Psychology, 33, 934–945.
• Feitelson, D., Goldstein, Z. (1986). Patterns of book ownership and reading to young children in Israel school-oriented and nonschool-oriented families. Reading Teacher, 39, 924–930.
• Hargrave, C. A., Senechal, M. (2000). A book reading intervention with preschool children who have limited vocabularies: The benefits of regular reading and dialogic reading. Early Childhood Research Quarterly, 15, 75–90.
• Isbell R., Sobol J., Lindauer, L., Lowrance, A. (2004). The effects of storytelling and story reading on the oral language complexity and story comprehension of young children. Early Childhood Education Journal, 32, 157–163.
• Issac, S., Michael, W. (1995). Handbook in research and evaluation: a collection of principles, methods, and strategies useful in the planning, design, and evaluation of studies in education and the behavioral sciences. San Diego: EdITS Publisher.
• Juel, C. (1988). Learning to read and write: A longitudinal study of 54 children from first through fourth grades. Journal of Educational Psychology, 80, 437– 447.
• Kagıtçıbaşı, C. (1990). Erken Destek Projesi. In S. Bekman (Ed.), Erken çocukluk eğitiminde değişik modeller (pp. 43-64). Ankara: UNICEF.
• Multon, D. K., Brown, D. S., Lent, W. R. (1991). Relation of self-efficacy beliefs to academic outcomes: A meta-analytic investigation. Journal of Counseling Psychology, 38, 30–38.
• Nation, K., Snowling, J. M. (2004). Beyond phonological skills: Broader language skills contribute to the development of reading. Journal of Research in Reading, 27, 342–356.
• NICHD Early Child Care Research Network. (2004). Multiply pathways to early academic achievement. Harvard Educational Review, 74, 1–28.
• NICHD Early Child Care Research Network (2005). Pathways to reading: The role of oral language in the transition to reading. Developmental Psychology, 41, 428–442.
• Olofsson, A., Niedersoe, J. (1999). Early language development and kindergarten phonological awareness as predictors of reading problems: From 3 to 11 years of age. Journal of Learning Disabilities, 32, 464-472.
• Özkök, S. (1998). Erken çocukluk eğitimi programlarının toplumsal gelişmeye katkısı. Yaygın Eğitim Bir Toplumsal Gelişim Aracı: Sempozyum Raporu (pp. 141-149), Anne Çocuk Eğitim Vakfı Yayını No. 10. Istanbul: Akbasım.
• Schunk, H. D. (1981). Modeling and attributional effects on children’s achievement: A self-efficacy analysis. Journal of Educational Psychology, 73, 93–105.
• Senechal, M., LeFevre, J-A., Thomas, M.E., Daley, E.K. (1998). Differential effects of home literacy experiences on the development of oral and written language. Reading Research Quarterly, 33, 96–116.
• Share, L. D., Leikin, M. (2004). Language impairment at school entry and later reading disability: Connections at lexical versus supralexical levels of reading. Scientific Studies of Reading, 8, 87–110.
• Spira, E. G., Bracken, S. S., Fischel, E. J. (2005). Predicting improvement after first- grade reading difficulties: The effects of oral language, emergent literacy, and behavior skills. Developmental Psychology, 41, 225–234.
• Stevenson, W. H., Newman, S. R. (1986). Long-term prediction of achievement and attitudes in mathematics and reading. Child Development, 57, 646–659.
• Storch, A. S., Whitehurst, J. G. (2001). The role of family and home in the literacy development of children from low-income backgrounds. New Direction for Child and Adolescent Development, 92, 53–71.
• Storch, A. S., Whitehurst, J. G. (2002). Oral language and code-related precursors to reading: Evidence from a longitudinal structural model. Developmental Psychology, 38, 934–947.
• Valdez-Menchaca, M. C., Whitehurst, G. J. (1992). Accelerating language development through picture book reading: A systematic extension to Mexican day-care. Developmental Psychology, 28, 1106–1114.
• Whitehurst, G. J., Falco, F.L., Lonigan, C.J., Fischel, J.E., DeBaryshe, B.D., Valdez- Menchaca, M.C., et al. (1988). Accelerating language development through picture book reading. Developmental Psychology, 24, 552–559.
• Zimmerman, J. B., Ringle, J. (1981). Effects of model persistence and statements of confidence on children’s self-efficacy and problem solving. Journal of Educational Psychology, 73, 485-493.