lisans Ana Dili Eğitimi Dergisi 2147-6020 Mehmet KURUDAYIOĞLU 10.16916/aded.1597104 Turkish and Social Sciences Education (Diğer) Türkçe ve Sosyal Bilimler Eğitimi (Diğer) Ev Merkezli Paylaşımlı Kitap Okumanın 5 Yaş Grubu Dil ve Erken Okuryazarlık Becerilerine Etkisinin İncelenmesi Examining the Effect of Home-Based Shared Book Reading on the Language and Early Literacy Skills of 5-Year-Old Children https://orcid.org/0000-0002-4954-7352 Çelik Büşra SAĞLIK BİLİMLERİ ÜNİVERSİTESİ, HAMİDİYE SAĞLIK HİZMETLERİ MESLEK YÜKSEKOKULU (İSTANBUL), ÇOCUK BAKIMI VE GENÇLİK HİZMETLERİ BÖLÜMÜ https://orcid.org/0000-0001-9947-8159 Uyanık Gülden MARMARA ÜNİVERSİTESİ, ATATÜRK EĞİTİM FAKÜLTESİ https://orcid.org/0000-0002-1641-2750 Bilgin Hülya MARMARA ÜNİVERSİTESİ, ATATÜRK EĞİTİM FAKÜLTESİ 07 24 2025 13 3 636 654 12 06 2024 04 07 2025 Copyright © 2013, Ana Dili Eğitimi Dergisi 2013 Ana Dili Eğitimi Dergisi

Bu araştırmanın amacı ev merkezli gerçekleştirilen paylaşımlı okuma uygulamalarının (diyaloğa dayalı okuma ve yazı referanslı okuma) 5 yaş çocuklarının dil ve erken okuryazarlık becerilerine etkisinin incelenmesidir. Bu amaç doğrultusunda araştırma ön test-son test kontrol gruplu deneysel model olarak modellenmiş olup çalışma grubunu 2020-2021 eğitim-öğretim yılında Millî Eğitim Bakanlığı’na bağlı olan bir okulda öğrenim görmekte olan 5 yaş grubu 31 çocuk oluşturmaktadır. Deney 1 grubu (n=8) ile diyaloğa dayalı okuma (DD) ve Deney 2 grubu (n=7) ile yazı referanslı okuma (YR) gerçekleştirilmiş; Deney 3 grubu (n=6) deneysel işlem süresince herhangi bir okuma tekniği kullanmadan aynı kitapları okumuş, Kontrol grubuna (n=7) ise herhangi bir işlem uygulanmamıştır. Araştırmada veri toplama aracı olarak Anne Bilgi Formu, Türkçe Erken Dil Gelişim Testi (TEDİL) ve Erken Okuryazarlık Becerilerini Değerlendirme Aracı (EOBDA) kullanılmıştır. Araştırmanın sonucunda DD uygulamalarının alıcı dil becerileri üzerindeki en etkili teknik olduğu ortaya konmuştur. DD uygulamalarının öyküyü anlama, YR uygulamalarının yazı farkındalığı üzerindeki en etkili teknik olduğu ortaya konmuştur.

This study aims to examine the impact of home-based shared reading practices (dialogic reading and print-referencing reading) on the language and early literacy skills of 5-year-old children. Tthis research was designed as a pretest-posttest control group experimental model. The study group consisted of 31 five-year-old children enrolled in a school affiliated with the Ministry of National Education during the 2020-2021 academic year. Dialogic reading (DR) was conducted with Experiment Group 1 (n=8), and print-referencing reading (PR) was conducted with Experiment Group 2 (n=7). Experiment Group 3 (n=6) was exposed to the same books without applying any specific technique during the experimental process, while the Control Group (n=7) received no intervention. The data collection tools used in this study included the Mother Information Form, the Turkish Early Language Development Test (TEDİL), and the Early Literacy Skills Assessment Tool (EOBDA). The results of this study showed that DR was the most effective technique for receptive language skills. DR emerged as the most effective technique for story comprehension, while PR was identified as the most effective technique for print awareness.

 Paylaşımlı okuma diyaloğa dayalı okuma yazı referanslı okuma 5 yaş dil gelişimi erken okuryazarlık becerileri Shared reading dialogic reading print referencing 5 years old language development early literacy skills Akoğlu, G., Ergül, C., & Duman, T. (2014). Dialogic reading: Its effectiveness on receptive and expressive language of children in need of protection. Elementary Education Online, 13(2), 622-639. Erişim adresi: https://ilkogretim-online.org/index.php/pub/article/view/6192. Arıcı, M., & Tüfekçi Akcan, A. (2019). Okul öncesi dönemde anne-çocuk birlikte hikâye kitabı okuma davranışlarının incelenmesi. Yaşadıkça Eğitim Dergisi, 33(1), 100-120. DOI: 10.33308/26674874.201933195. Babayiğit, S. (2006). The longitudinal and concurrent predictive roles of phonological awareness in literacy development: Evidence from Turkish. (Yayımlanmamış doktora tezi). Institute of Education, University of London, London. Babayiğit, S. ve Hulme, C. (2008). Longitudinal predictors of reading comprehension skills in Turkish. 15th Annual Conference of the Society for the Scientific Study of Reading'de sunulan bildiri. Nashville, Tennessee, ABD. Bloom-Hoffman, J., O'neil-Pirozzi, T., Volpe, R., Cutting, J., & Bissinger, E. (2008). Instructing parents to use dialogic reading strategies with preschool children. Journal of Applied School Psychology, 23(1), 117-131. Bracken, S. S., & Fischel, J. E. (2008). Family reading behavior and early literacy skills in preschool children from low-income backgrounds. Early Education and Development, 19(1), 45-67. DOI: 10.1080/10409280701838835. Brannon, D. and Linda, D. (2014). The effectiveness of dialogic reading in increasing English language learning preschool children's expressive language. International Research in Early Childhood Education, 5(1), 1-10. Brannon, D., Dauksas, L., Coleman, N., Israelson, L. and Williams, T. (2013). Measuring the effect that the partners’ dialogic reading program has on preschool children’s expressive language. Creative Education, 4(7), 14-17. Chang, C. J., & Luo, Y. H. (2019). A longitudinal study of maternal interaction strategies during joint book-reading in Taiwan. Journal of Child Language, 47(2), 401-417. https://doi.org/10.1017/S0305000919000746 Chow, B. Y., McBride-Chang, C., Cheung, H. and Chow,, C. L. (2008). Dialogic reading and morphology training in Chinese children: Effects on language and literacy. Developmental Psychology, 44(1), 233-244. https://doi.org/10.1037/0012-1649.44.1.233. Christakis, D. A., Lowry, S. J., Goldberg, G., Violette, H. and Garrison, M. M. (2019). Assessment of a parent-child interaction intervention for language development in children. JAMA Network Open, 2(6), 1-9. https://doi.org/10.1001/jamanetworkopen.2019.5738 Clay, M. M. (2005). Literacy lessons, designed for individuals, part two. Heinemann. Çelebi Öncü, E. (2016). Etkileşimli kitap okumanın beş-altı yaş çocuklarının sosyal durumlara yaklaşımlarına etkisinin incelenmesi. Ana Dili Eğitimi Dergisi, 4(4), 489-503. https://doi.org/10.51460/baebd.1523951 Çetinkaya, F. Ç., Öksüz, H. İ., & Öztürk, M. (2018). Etkileşimli okuma ve kelime hazinesi. Uluslararası Sosyal Araştırmalar Dergisi, 11(60), 705-715. https://doi.org/10.17719/jisr.2018.2825 Deckner, D. F., Adamson, L. B. and Bakeman, R. (2006). Child and maternal contributions to shared reading: Effects on language and literacy development. Journal of Applied Developmental Psychology, 27(1), 31-41. DOI: 10.1016/j.appdev.2005.12.001. Dickinson, D. K. and Smith, M. W. (1994). Long-term effects of preschool teachers' book readings on low-income children's vocabulary and story comprehension. Reading Research Quarterly, 29(2), 104–122. https://doi.org/10.2307/747807 Dieterich, S. E., Assel, M. A., Swank, P., Smith, K. E. and Landry, S. H. (2006). The impact of early maternal verbal scaffolding and child language abilities on later decoding and reading comprehension skills. Journal of School Psychology, 43(6), 481-494. https://doi.org/10.1016/j.jsp.2005.10.003 Dunston, Y. L., Patterson, G. C. and Daniels, K. N. (2010). Scaffolding the home reading experiences of African-American first graders. Journal of Language and Literacy Education, 6(2), 1-21. Duursma, E., Augustyn, M. and Zuckerman, B. (2008). Reading aloud to children: the evidence. Archives of Disease in Childhood, 93(7), 554-557. https://doi.org/10.1136/adc.2006.106336 Elley, W. B. (1989). Vocabulary acquisition from listening to stories. Reading Research Quarterly, 24(2), 174-187. https://doi.org/10.2307/747863 Elmonayer, R. A. (2013). Promoting phonological awareness skills of Egyptian kindergarteners through dialogic reading. Early Child Development and Care, 183(9), 1229-1241. DOI: 10.1080/03004430.2012.703183. Fletcher, K. L. and Reese, E. (2005). Picture book reading with young children: A conceptual framework. Developmental Review, 25(1), 64-103. https://doi.org/10.1016/j.dr.2004.08.009 Güven, O. S. (2009). Erken Dil Gelişimi Testi-Üçüncü Edisyon’un [Test Of Early Language Development-Third Edition (TELD-3)] Türkçeye uyarlama, güvenirlik ve geçerlik ön çalışması. (Yayımlanmamış yüksek lisans tezi). Anadolu Üniversitesi Sağlık Bilimleri Enstitüsü, Eskişehir. Hafızoğlu Çelik, G., Er, S. ve Yıldız Bıçakçı, M. (2020). Etkileşimli kitap okuma sürecinin çocukların dil gelişimlerine etkisi. Ebelik ve Sağlık Bilimleri Dergisi, 3(1), 1-10. Erişim adresi: https://dergipark.org.tr/tr/pub/esbder/issue/53619/601821. Hargrave, A. C. and Sénéchal, 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(1), 75-90. https://doi.org/10.1016/S0885-2006(99)00038-1 Hart, B. and Risley, T. (1999). The social world of children learning to talk. Washington: Paul H. Brookes. Hart, B. and Risley, T. R. (1995). Meaningful differences in the everyday experience of young American children. Washington: Paul H. Brookes. Işıkoğlu Erdoğan, N., Şimşek, Z. C. ve Canbeldek, M. (2017). Ev merkezli diyaloğa dayalı okumanın 4-5 yaş çocuklarının dil gelişimine olan etkileri. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 37(2), 789-809. Erişim adresi: https://dergipark.org.tr/tr/pub/gefad/issue/30949/335465 Justice, L. M. and Ezell, H. K. (2002). Use of storybook reading to increase print awareness in at-risk children. American Journal of Speech-Language Pathology, 11(1), 17-29. Justice, L. M. and Pullen, P. C. (2003). Promising interventions for promoting emergent literacy skills: Three evidence-based approaches. Topics in Early Childhood Special Education, 23(3), 99-113. Justice, L. M., Pullen, P. C. and Pence, K. (2008). Influence of verbal and nonverbal references to print on preschoolers’ visual attention to print during storybook reading. Developmental Psychology, 44(3), 855-866. https://doi.org/10.1037/0012-1649.44.3.855 Kaderavek, J. and Sulzby, E. (1998). Parent–child joint book reading: an observational protocol for young children. American Journal of Speech-Language Pathology, 7(1), 33-47. Karaman, G. and Güngör Aytar, A. (2016). Erken Okuryazarlık Becerilerini Değerlendirme Aracı’nın (EOBDA) Geliştirilmesi. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 12(2), 516-541. https://doi.org/10.17860/efd.02080 Karass, J., VanDeventer, M. C. and Braungart-Rieker, J. M. (2003). Predicting shared parent-child book reading in infancy. Journal of Family Psychology, 17(1), 134-146. https://doi.org/10.1037/0893-3200.17.1.134 Lenhart, J., Lenhard, W., Vaahtoranta, E. and Suggate, S. (2020). More than words: Narrator engagement during storytelling increases children’s word learning, story comprehension, and on-task behavior. Early Childhood Research Quarterly, 51, 338-351. https://doi.org/10.1016/j.ecresq.2019.12.009 Lever, R. and Sénéchal, M. (2011). Discussing stories: On how a dialogic reading intervention improves kindergartners’ oral narrative construction. Journal of Experimental Child Psychology, 108(1), 1-24. https://doi.org/10.1016/j.jecp.2010.07.002 Lovelace, S. and Stewart, S. R. (2007). Dialogic reading and morphology instruction: Effects on morphological awareness and reading comprehension. Journal of Literacy Research, 39(4), 381-412. https://doi.org/10.1598/RRQ.45.4.5 Martin-Chang, S. and Gould, O. N. (2012). Reading to children and listening to children read: Mother–child interactions as a function of principal reader. Early Education and Development, 23(6), 855-876. https://doi.org/10.1080/10409289.2011.578911 Mcneill, J. H. and Susan, A. F. (1999). Let's talk: Encouraging mother-child conversations during story reading. Journal of Early Intervention, 22(1), 51-69. https://doi.org/10.1177/105381519902200106 Mol, S. E., Bus, A. G., De Jong, M. T., & Smeets, D. J. H. (2008). Added value of dialogic parent–child book readings: A meta‐analysis. Early Education and Development, 19(1), 7-26. https://doi.org/10.1080/10409280701838603 Neuman, S. B. and Gallagher, P. (1994). Joining together in literacy learning: Teenage mothers and children. Reading Research Quarterly, 29, 383-401. Erişim adresi: https://websites.umich.edu/~sbneuman/pdf/JoiningTogether.pdf. Peter, K. S. (2017). Understanding the role of dialogic read alouds in developing language and literacy skills (Yayımlanmamış doktora tezi). Lesley Üniversitesi: Cambridge. Erişim adresi: https://www.proquest.com/dissertations-theses/understanding-role-dialogic-read-alouds/docview/2033422600/se-2. Philips, L., Norris, S. and Anderson, J. (2008). Unlocking the door: Is parents’ reading to children the key to early literacy development? Canadian Psychology, 49(2), 82-88. Rahn, N. L. (2013). A comparison of word learning in 3-year-old children at-risk for language and literacy difficulties in two conditions: Dialogic reading and activity-based intervention (Yayımlanmamış doktora tezi). Minnesota Üniversitesi: Minnepolis. Erişim adresi: https://www.proquest.com/docview/1420350910/41251D78D214EADPQ/1?accountid=45182&sourcetype=Dissertations%20&%20Theses. Rashid, F. L., Morris, R. D. ve Sevcik, R. A. (2005). Relationship between home literacy environment and reading achievement in children with reading disabilities. Journal of Learning Disabilities, 38(1), 2-11. https://doi.org/10.1177/00222194050380010101 Reese, E., Cox, A., Harte, D. and McAnally, H. (2003). Diversity in adults' styles of reading books to children. In A. v. Kleeek, S. A. Stahl and E. B. Bauer (eds.), On Reading books to children: parents and teachers (pp. 35-55). New Jersey: Lawrence Erlbaum Associates Publishers. Ricci, C., & Beal, C. R. (2002). The effect of interactive media on children's story memory. Journal of Educational Psychology, 94(1), 138-144. https://doi.org/10.1037/0022-0663.94.1.138 Robb, M. B. (2010). New ways of reading: The impact of an interactive book on young children's story comprehension and parent-child dialogic reading behaviors. California: UC Riverside. Erişim adresi: https://escholarship.org/uc/item/5xm8n8xk Sénéchal, M. and Cornell, E. H. (1993). Vocabulary acquisition through shared reading experiences. Reading Research Quarterly, 28(4), 360-374. https://doi.org/10.2307/747933 Sénéchal, M., Cornell, E. H. and Broda, L. S. (1995). Age-related differences in the organization of parent-infant interactions during picture-book reading. Early Childhood Research Quarterly, 10(3), 317-337. D https://doi.org/10.1016/0885-2006(95)90010-1 Silvén, M., Antola, A. and Niemi, P. (2003). Early words, multiword utterances and maternal reading strategies as predictors of mastering word inflections in Finnish. Journal of Child Language, 30(2), 253-279. https://doi.org/10.1017/S0305000902005548 Sim, S. S. H., Berthelsen, D., Walker, S., Nicholson, J. M. and Fielding-Barnsley, R. (2014). A shared reading intervention with parents to enhance young children's early literacy skills. Early Child Development and Care, 184(11), 1531–1549. https://doi.org/10.1080/03004430.2013.862532 Stevenson, J. and Fredman, G. (1990). The social environmental correlates of reading ability. Journal of Child Psychology and Psychiatry, 31(5), 681-698. https://doi.org/10.1111/j.1469-7610.1990.tb00810.x Swanson, E., Wanzek, J., Petscher, Y., Vaughn, S., Heckert, J., Cavanaugh, C., Kraft, G., Tackett, K. (2011). A synthesis of read-aloud interventions on early reading outcomes among preschool through third graders at risk for reading difficulties. Journal of Learning Disabilities, 44(3), 258-275. https://doi.org/10.1177/0022219410378444 Şengönül, T. (2019). Anne-baba ilgisinin çocukların okul başarısı üzerindeki etkisi. Celal Bayar Üniversitesi Sosyal Bilimler Dergisi, 17(4), 268-292. https://doi.org/10.18026/cbayarsos.549463 Şimşek, Z. C. (2017). Farklı kitap okuma tekniklerinin 48-66 ay grubu çocuklarının dil gelişimine olan etkileri (Yayımlanmamış doktora tezi). Pamukkale Üniversitesi Eğitim Bilimleri Enstitüsü, Denizli. Tetik, G. ve Işıkoğlu Erdoğan, N. (2017). Diyaloğa dayalı okumanın 48-60 aylık çocukların dil gelişimine etkisi. Kastamonu Eğitim Dergisi, 25(2), 535-550. Erişim adresi: https://dergipark.org.tr/tr/pub/kefdergi/issue/29416/313575. Tomopoulos, S., Dreyer, B. P., Tamis-LeMonda, C., Flynn, V., Rovira, I., Tineo, W. and Mendelsohn, A. L. (2003). Books, toys, parent-child interaction, and development in young Latino children. Ambulatory Pediatrics, 6(2), 72-78. https://doi.org/10.1016/j.ambp.2005.10.001 Topbaş, S. ve Güven, O. S. (2013). Türkçe Erken Dil Gelişimi Testi- TEDİL kullanım kılavuzu. Ankara: Detay Yayıncılık. Torppa, M., Tolvanen, A., Poikkeus, A. M., Eklund, K., Lerkkanen, M. K. and Lyytinen, H. (2007). Reading development subtypes and their early characteristics. Annals of Dyslexia, 57(1), 3-32. https://doi.org/10.1007/s11881-007-0003-0 Wasik, B. A., Bond, M. A. and Hindman, A. (2006). The effects of a language and literacy intervention on Head Start children and teachers. Journal of Educational Psychology, 98(1), 63-74. https://doi.org/10.1037/0022-0663.98.1.63 Whitehurst, G. J. and Lonigan, C. J. (1998). Child development and emergent literacy. Child Development, 69(3), 848-872. https://doi.org/10.2307/1132208 Whitehurst, G. J., Arnold, D. S., Epstein, J. N., Angell, A. L., Smith, M. and Fischel, J. E. (1994). A picture book reading intervention in day care and home for children from low-income families. Developmental Psychology, 30(5), 679-689. https://doi.org/10.1037/0012-1649.30.5.679 Whitehurst, G. J., Falco, F. L., Lonigan, C. J., Fischel, J. E., DeBaryshe, B. D., Valdez Menchaca, M. C. and Caulfield, M. (1988). Accelerating language development through picture book reading. Development Psychology, 24(4), 552-559. https://doi.org/10.1037/0012-1649.24.4.552 Wood, D., Bruner, J. S. and Ross, G. (1976). The role of tutoring in problem solving. Journal of Child Psychology and Psychiatry, 17(1), 89-100. https://doi.org/10.1111/j.1469-7610.1976.tb00381.x Xiao, S. (2016). Home reading environment, maternal shared book reading styles, and dialogic reading intervention in China (Yayımlanmamış doktora tezi). Memorial University of Newfoundland, Kanada. Erişim adresi: http://research.library.mun.ca/id/eprint/12414. Yaden, D. B., Smolkin, L. B. and Conlon, A. (1989). Preschoolers' questions about pictures, print conventions, and story text during reading aloud at home. Reading Research Quarterly, 24(2), 188-214. https://doi.org/10.2307/747864 Yağcı, Y. (2007). Çocuk ve gençlerin kitaba ulaşmasındaki köprüler. Türk Kütüphaneciliği, 21(1), 62-71. Erişim adresi: https://dergipark.org.tr/tr/pub/tk/issue/48939/624275. Yıldız Bıçakçı, M., Er, S. ve Aral, N. (2018). Etkileşimli öykü kitabı okuma sürecinin çocukların dil gelişimi üzerine etkisi. Kastamonu Eğitim Dergisi, 26(1), 201-208. Erişim adresi: https://dergipark.org.tr/en/download/article-file/400401. Yılmaz, M. M., Özen Uyar, R. ve Aktaş Arnas, Y. (2020). Ev merkezli etkileşimli kitap okumanın 48-60 aylık çocukların duyguları anlama becerisine etkisinin incelenmesi. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 56, 159-181. https://doi.org/10.21764/maeuefd.646798 Yurtbakan, E. ve Yurtbakan, E. G. (2022). Okul öncesi öğrenci annelerinin etkileşimli okuma deneyimleri. Ana Dili Eğitimi Dergisi, 10(2), 385-400. https://doi.org/10.16916/aded.1067697 Zevenbergen, A. A. and Whitehurst, G. J. (2003). Dialogic reading: A shared picture book reading intervention for preschoolers. In A. van Kleeck, S. A. Stahlı and E. B. Bauer (eds.), On Reading books to children: Parents and teachers (pp. 177-200). New Jersey: Lawrence Erlbaum Associates Publishers. Zevenbergen, A. A., Worth, S., Dretto, D. and Travers, K. (2016). Parents’ experiences in a home-based dialogic reading programme. Early Child Development and Care, 188(6), 862-874. https://doi.org/10.1080/03004430.2016.1241775