AİLELERİN, ÇOCUKLARIYLA BİRLİKTE GERÇEKLEŞTİRDİKLERİ OKUMA AKTİVİTELERİNİN DÜZEYİNİ BELİRLEME

Bu araştırmanın amacı, ebeveynlerin sosyoekonomik statülerine SES göre okul öncesi dönemdeki çocuklarının okuryazarlık becerilerini desteklemek için yaptıkları okuma aktivitelerinin düzeyini belirlemektir. Bu çalışma tarama modelinde tasarlanmış betimsel bir araştırmadır. Araştırmanın verileri, Saracho 2000 tarafından geliştirilen ve Güleç 2014 tarafından Türkçe’ye uyarlanan “Aile İçinde Okuryazarlık Gelişimi Ölçeği FLQ ” ile toplanmıştır. Ölçeğin başında ailelerin sosyoekonomik durumlarının saptanmasına yönelik olarak araştırmacı tarafından geliştirilen demografik bilgi formu bulunmaktadır. Ailelerin, çocuklarıyla gerçekleştirdikleri okuma aktivitelerine ilişkin veriler tablolarda yüzde % ve frekans n değerleri olarak sunulmuştur. Araştırma sonuçlarına göre alt ve üst sosyoekonomik statüdeki ailelerin, çocuklarıyla birlikte yaptıkları okuma aktivitelerinin düzeylerinin farklı olduğu tespit edilmiştir.

Determining the Level of Reading Practices that Parents Perform with Their Children

The purpose of this study is to determining the level of reading practices that parents use to support children`s literacy skills at preschool period associated with socioeconomic statuses. This study is a descriptive research designed as a survey model. The data was gathered by The Family Literacy Questionnaire FLQ which was developed by Saracho 2000 and adapted into Turkish by Güleç 2014 . The scale starts with the demographical information form which was gathered by the researcher to define the families` socioeconomic conditions. The data on the reading practices that parents perform with their children are presented as frequency and percentage values in the tables. According to research results it was identified that levels of reading activities which lower and higher socioeconomic status families do together with their children are different

Keywords:

Preschool period, reading activities, socioeconomic status,

PDF

___

Arnold, D.H. & Doctoroff, G.L. (2003). The early education of socioeconomically disadvantaged children. Annual Review of Psychology, 54(1), 517–545.
Baker, L., Scher, D. & Mackler, K. (1997). Home and family influences on motivations for reading. Educational Psychologist, 32(2), 69-82
Baker, L. & Scher, D. (2002). Beginning readers' motivation for reading in relation to parental beliefs and home reading experiences. Reading Psychology, 2(4),239- 269.
Baydar, N., Küntay, A., Gökşen, F., Yağmurlu, B. ve Cemalcılar, Z. (2010). Türkiye’de erken çocukluk gelişim ekolojileri araştırması (Proje No. 106K347). İstanbul: Koç Üniversitesi.
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.
Cabell, S.Q., Justice, L.M., Konold, T.R. & McGinty, A.S. (2011). Profiles of emergent literacy skills among preschool children who are at risk for academic difficulties. Early Childhood Research Quarterly, 26(1), 1-14.
Carroll, C. (2013). The effects of parental literacy involvement and child reading interest on the development of emergent literacy skills. Unpublished doctoral dissertation, The University of Wisconsin, Milwaukee, USA.
Cassel, R. (2011). Home literacy factors affecting emergent literacy skills. Unpublished doctoral dissertation, Nova Southeastern University, Florida, USA.
Çelenk, S. (2008). İlköğretim okulları birinci sınıf öğrencilerinin ilkokuma ve yazma öğretimine hazırlık düzeyleri. İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 8(1), 83-90.
Duursma, E. & Pan, B.A. (2011). Who’s reading to children in low income families? The influence of paternal, maternal and child characteristics. Early Child Development and Care, 181(9), 1163-1180.
Eurydice Türkiye Birimi (2009). Avrupa’da erken çocukluk eğitimi ve bakımı: Sosyal ve kültürel eşitsizliklerle ilgilenmek. Retrieved March 3, 2014 from http://eacea.ec.europa.eu/education/eurydice/documents/thematic_reports/098T R.pdf.
Güleç, H., Genç, S. Z. ve Şahan, B. (2014). Okul öncesi çocuklarının aileleri ile birlikte yaptıklaM. Riedler, M.Y.
Eryaman, H. Dedeoğlu, N. Cerrahoğlu ve E. Yolcu (Eds.), VI. Uluslararası Türkiye Eğitim Araştırmaları Kongresi içinde (s. 721-729). Ankara: Hacettepe Üniversitesi.
Han, J. (2010). Influence of the home literacy environment on pre-kindergarten children’s emergent literacy skills.Unpublished master’s thesis, Sungkyunkwan University, Seoul, South Korea.
Hanna, J.S., Hinrichs, K.M., Mahar, C.J. & DeFrain, J. (2005). The power of family literacy. Retrieved June 3, 2014, from http://digitalcommons.unl.edu/extensionhist/1753.
Hartas, D. (2011). Families’ social backgrounds matter: Socio-economic factors, home learning and young children’s language, literacy and social outcomes. British Educational Research Journal, 37(6), 893–914.
Karakaya, İ. (2012). Bilimsel araştırma yöntemleri. A. Tanrıöğen (Ed.), Bilimsel Araştırma Yöntemleri (ss. 55-84). Ankara: Anı.
Karaman, G. (2006). Anasınıfına devam eden farklı sosyokültürel seviyedeki çocukların fonolojik duyarlılıklarının incelenmesi. Yayımlanmamış yüksek lisans tezi, Hacettepe Üniversitesi, Ankara.
Kelman, M.E. (2006). An investigation of preschool children’s primary literacy skills Unpublished doctoral dissertation. Wichita State University, ABD.
Kılıçaslan, F. (1997). Farklı sosyo-ekonomik düzeylerdeki anaokulu çocuklarının okumaya hazır olma durumu. Yayımlanmamış yüksek lisans tezi, Hacettepe Üniversitesi, Ankara.
Munsterman, K.A. (1996). An examination of home storybook reading and its contribution to kindergartners' emergent literacy skills and reading motivation Unpublished master's thesis, University of Maryland, Baltimore, USA.
Nord, C.W., Lennon, J., Liu, B. & Chandler, K. (2000). Home literacy activities and signs of children’s emerging literacy, 1993 and 1999. Education Statistics Quarterly, 2(1), 19-27.
Payne, A.C., Whitehurst, G. & Angell, A.L. (1994). The role of home literacy environment in the development of language ability in preschool children from low-income families. Early Childhood Research Quarterly, 9(3-4), 427-440.
Perry, N.J., Kay, S.M. & Brown, A. (2008). Continuity and change in home literacy practices of hispanic families with preschool children. Early Child Development and Care, 178(1), 99-113.
Pierce, P.L. (1998). Emergent literacy: What young children can learn about reading and writing before they go to school. Retrieved July 14, 2014, from http://www2.edc.org/ncip/tour/r-lit_EmergentLit.html#anchor448513.
Primavera, J. (2000). Enhancing family competence through literacy activities. Journal of Prevention & Intervention in the Community, 20(1-2), 85-101.
Ramsburg, D. (1998). Understanding literacy development in young children. Retrieved July 8, 2014, from http://library.adoption.com/articles/understandingliteracy development-in-young-children.html.
Rodriguez, E.T., Tamis-Lemonda, C.S., Spellmann, M.E., Pan, B.A., Raikes, H., LugoGil, J. & Luze, G. (2009). The formative role of home literacy experiences across the first three years of life in children from low-income families. Journal of Applied Developmental Psychology, 30(6), 677–694.
Saracho, O.N. (2000). Literacy development in the family context. Early Child Development and Care, 163(1), 107–114.
Saracho, O.N. (2002) Family literacy: Exploring family practices. Early Child Development and Care, 172(2), 113–122.
Saracho, O.N. & Shirakawa, Y. (2004). A comparison of the literacy development context of United States and Japanese families. Early Childhood Education Journal, 31(4), 261-266.
Saracho, O.N. & Spodek, B. (2010). Families’ selection of children’s literature books. Early Childhood Education Journal, 37(5), 401–409.
Scarborough, H.S. & Dobrich, W. (1994). On the efficacy of reading to preschoolers. Developmental review, 14(3), 245-302.
Sénéchal, M. (2006). Testing the home literacy model: Parent involvement in kindergarten is differentially related to grade 4 reading comprehension, fluency, spelling, and reading for pleasure. Scientific Studies of Reading, 10(1), 59-87.
Sénéchal, M. & Lefevre, J.A. (2002). Parental involvement in the development of children’s reading skill: A five-year longitudinal study. Child Development, 73(2), 445–460.
Sevinç, M. (2005). Okul öncesi dönemde okuma yazma kavramlarının gelişimi. M. Sevinç (Ed.), Erken Çocuklukta Gelişim ve Eğitimde Yeni Yaklaşımlar (ss. 177- 183). İstanbul: Morpa Kültür.
Smith, S.S. & Dixon, R.G. (1995). Literacy concepts of low and middle class four-yearolds entering preschool. Journal of Educational Research, 88(4), 243- 253.
Son, S.H. (2006). Getting children ready for kindergarten: The nature and impact of changes in the home learning environment on the growth of early literacy and language skills. Unpublished master’s thesis, University of Michigan, Michigan, USA.
Stainthorp, R. & Hughes, D. (2000). Family literacy activities in the homes of successful readers. Journal of Research in Reading, 23(1), 41–54.
Uyanık, Ö. ve Kandır, A. (2010). Okul öncesi dönemde erken akademik beceriler. Kuramsal Eğitimbilim, 3(2), 118-134.
Vukelich, C. & Christie, J. (2009). How children learn to read and write. In C. Vukelich & J. Christie (Eds.), Building a foundation for preschool literacy: Effective instuction for children’s reading and writing development (pp.1-16). Newark, DE: International Reading Association.
Weigel, D.J., Martin, S.S. & Bennett, K.K. (2006). Contributions of the home literacy environment to preschool‐aged children’s emerging literacy and language skills. Early Child Development and Care, 176 (3-4), 357-378.
Whelan, D.L. (2007). More parents reading to their preschoolers. School Library Journal, 53(8), 17.
Wood, C. (2002). Parent-child pre-school activities can affect the development of literacy skills. Journal of Research in Reading, 25(3), 241-258.
Zeece, P.D. & Wallace, B.M. (2009). Books and good stuff: A strategy for building school to home literacy connections. Early Childhood Education Journal, 37(1), 35-42.