Etkileşimli Okumanın Hikâye Anlatma Becerisine Etkisi

Yıl 2022, , 758 - 777, 30.11.2022

Mücahit Durmaz , Fatih Çetin Çetinkaya

https://doi.org/10.31592/aeusbed.1103773

Cited By: 2

Öz

Çalışmanın amacı, etkileşimli okuma etkinliklerinin hikâye anlatma becerisine olan etkisini incelemektir. Araştırmada ön-test son-test kontrol gruplu yarı deneysel desen kullanılmıştır. Araştırma 2018-2019 eğitim öğretim yılı Şanlıurfa İl merkezli bir devlet okulunda yürütülmüştür. Araştırma 49 üçüncü sınıf öğrencisiyle birlikte yürütülmüştür. Araştırmanın verileri sessiz kitap niteliği taşıyan bir resimli çocuk kitabının, deney ve kontrol grubu öğrencileri tarafından hikâye anlatma yöntemi dâhilinde seslendirmesiyle ve bu esnada ses kayıt cihazı aracılığıyla toplanmasıyla elde edilmiştir. Araştırmanın uygulama süreci 12 hafta sürmüş ve etkileşimli okuma çalışmaları kapsamında toplam 18 resimli çocuk kitabı kullanılmıştır. Araştırmanın verileri SPSS 24 paket programı yardımıyla analiz edilmiştir. Verilerin analizi doğrultusunda elde edilen sonuçlara göre, öğrencilerin hikâye anlatma yöntemiyle kurgulamış oldukları ön test anlatımlarında kelime sayısı, kelime çeşitliliği ve cümle anlam ünitesi gibi boyutlarda deney ve kontrol grubu arasında anlamlı bir farklılık görülmezken son testin hikâye anlatımlarında deney grubu öğrencilerinin lehine anlamlı bir farklılık ortaya çıkmıştır. Araştırmanın sonunda elde edilen sonuçlar ve literatür doğrultusunda etkileşimli okuma çalışmalarının çocuklarda ifade edici dil becerilerinin gelişimine katkı sağladığı, kelime hazinesini arttırdığı sonuçlarına ulaşılmıştır.

Anahtar Kelimeler

Etkileşimli okuma, hikâye anlatma, resimli çocuk kitabı

Effect of Interactive Reading on Storytelling Skills

Öz

This study aims to examine the effect of interactive reading activities on storytelling skills. A quasi-experimental design with pre-test post-test control group was used in the research. The research was carried out with 49 third-grade students in a public school in Şanlıurfa. The data of the study were obtained by means of a voice recorder during the process of reading aloud a picture book, which has the characteristics of a silent book, by the students in the experimental and control group via storytelling method. The implementation process of the research lasted for 12 weeks and a total of 18 children's picture books were used within the scope of interactive reading studies. According to the results obtained in line with the analysis of the data, there was no significant difference between the experimental and control groups in terms such as the number of words, word diversity and sentence meaning unit in the pre-test narrations structured by the students with the storytelling method, while there was a significant difference in the post-test storytelling scores in favour of the students within the experimental group. In line with the results obtained at the end of the research and the literature, it was concluded that interactive reading studies contributed to the development of expressive language skills in children and increased their vocabulary.

Anahtar Kelimeler

Children, interactive reading, storytelling

Kaynakça

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