Mümin TUFAN, Cevriye ERGÜL, Gökçe KARAMAN, Gözde AKOĞLU, A Dolunay SARICA

Ana Sınıflarında Gerçekleştirilen Birlikte Kitap Okuma Etkinliklerinin "Etkileşimli Kitap Okuma" Bağlamında İncelenmesi

Alanyazında yapılan çok sayıda çalışmada çocukların dil ve erken okuryazarlık gelişimleri ile okul öncesi eğitim programlarındaki birlikte kitap okuma etkinliklerinin sıklığı ve niteliği arasında güçlü bir ilişki olduğu belirtilmektedir. Etkileşimli kitap okuma uygulamalarının ise geleneksel kitap okuma uygulamalarına göre gelişimsel olarak çok daha fazla kazanım sağladığı bildirilmektedir. Buna karşın, ülkemizde kitap okuma etkinliklerinin nasıl gerçekleştirildiğini inceleyen çalışmalar bulunmamaktadır. Bu kapsamda gerçekleştirilecek uygulamalara ışık tutması amacıyla, çalışmada ana sınıflarında uygulanan kitap okuma etkinliklerinin "etkileşimli kitap okuma" bağlamında incelenmesi amaçlanmıştır. Alt, orta ve üst sosyo-ekonomik düzeyde (SED) yer alan ilköğretim okullarına bağlı ana sınıflarında uygulanan kitap okuma etkinlikleri "Etkileşimli Kitap Okuma Davranışları Kontrol Listesi" kullanılarak betimsel olarak incelenmiştir. Toplam 6 ilköğretim okulunun ana sınıflarında (2 üst SED; 2 orta SED; 2 alt SED) gerçekleştirilen çalışmadan elde edilen sonuçlar, ana sınıflarında gerçekleşen kitap okuma çalışmalarının, niteliksel ve niceliksel özellikleri bakımından etkileşimli kitap okuma uygulamalarından önemli farklılıkları olduğunu ortaya koymuştur. Sonuçlar alanyazında bildirilen bulgular çerçevesinde tartışılmış ve uygulama önerileri sunulmuştur

Examination of Shared Book Reading Activities in Kindergartens Based on "Dialogic Reading"

Numerous studies have shown the strong association between children's language and early literacy development and the qualitative and the quantitative features of shared book reading activities in early childhood education programs. Dialogic reading activities are also known to be more effective on child developmental gains compared to traditional reading approaches. However, no studies to date have tempted to describe the classroom reading activities in Turkish kindergartens. In order to enlighten this issue, the aim of this study was to investigate the shared reading activities in kindergarten classrooms in the context of dialogic reading approach. The reading activities conducted in schools from low, middle and high socio-economic status (SES) neighborhoods were observed via the "Dialogic Reading Behaviors Checklist". Results obtained across six classrooms (2 in low, 2 in middle and 2 in high SES school districts) revealed important qualitative and quantitative differences in the reading behaviors of teachers compared to the dialogic reading strategies. Findings were discussed in light of related literature together with several implications for practice

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