The Role of Shared Book Reading on Early Literacy: The Effects in terms of Home and School Environment

Abstract

Shared book reading is a social activity in which an adult reads a book to a child or a group of children by expecting a different rate of participation from the child according to the type of reading. The literature supports that, during shared book reading process, children improve the abilities of receptive and expressive language; and depending on the technique of reading they improve the abilities of phonological awareness and print awareness. Important body of research shows that different practices of reading ((a) dialogic reading, (b) shared book reading, (c) interactive shared book reading, (d) print referencing) are used for the field of early intervention. As the most useful techniques among the early intervention techniques in which book-sharing was used, are interactive shared book reading and dialogic reading, which gave the child the most active role.

There are some variables that affect the output during shared book reading. Depending on that fact, the attitudes and behaviours of the adults; the number of the children in the interaction; home and school context; following the interest of the children and expanding their answers; asking open-ended questions and children’s active participation to the reading process are the factors that affect the shared book reading interaction.  Some researchers claim that gender of the parent is another variable in this interaction.

This research examines the different practices of shared book reading, the benefits of these specific practices and the variables which are considered as effective in shared book reading interaction.

Keywords

• early literacy,shared book reading,dialogic reading

Erken Okuryazarlık Üzerinde Paylaşımlı Kitap Okumanın Rolü: Okul ve Ev Ortamı Açısından Etkileri

Abstract

Paylaşımlı kitap okuma, bir yetişkin ve bir çocuk ya da çocuk grubu arasında yetişkinin kitabı okuduğu ve tekniğine göre çocuktan farklı oranda katılımın beklendiği sosyal bir etkinlik olarak tanımlanmıştır. Kitap paylaşımı sırasında erken okuryazarlık adına büyük anlam ifade eden alıcı ve ifade edici dilin geliştiği, okuma tekniğine göre de sesbilgisel farkındalık ve yazı farkındalığı becerilerinin geliştiği literatürde desteklenmiştir. Kitap paylaşımına yönelik farklı tekniklerin ( (a) diyaloga dayalı kitap okuma/etkileşimli kitap okuma/dialogical reading, (b) paylaşımlı kitap okuma/shared book reading, (c) interaktif paylaşımlı kitap okuma/interactive shared book reading, (d) yazıyı referans gösterme/print referencing) erken müdahale kapsamında kullanıldığı araştırmalarla gösterilmiştir. Kitap paylaşımının kullanıldığı erken müdahale tekniklerinden en yararlı görülmüş teknikler olarak çocuğa en çok aktif rol veren diyaloga dayalı/etkileşimli kitap okuma ve interaktif paylaşımlı kitap okuma olmuştur.

Kitap paylaşımı sırasında, paylaşımdan kazanılan verimi etkileyen belirli değişkenler mevcuttur. Buna bağlı olarak; yetişkinlerin benimsediği tutum ve davranışlar, etkileşime girilen çocuk sayısı, ev ve okul ortamı, çocukların ilgisini takip etme ve onların cevaplarını genişletme, açık uçlu sorular sorma ve çocukların etkin katılım oranı bu etkileşime etki eden faktörlerden kabul edilmektedir. Bazı araştırmacılar ebeveyn cinsiyetinin ve maternal/paternal konuşmanın da bu etkileşimde bir değişken olduğunu savunmaktadır.

Bu araştırma ile paylaşımlı kitap okumanın farklı teknikleri, bu tekniklere bağlı faydaları ve kitap paylaşımı sürecini etkilediği düşünülen değişkenler ele alınmaktadır.

Keywords

• erken okuryazarlık,paylaşımlı kitap okuma,diyaloga dayalı okuma

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