Etkileşimli kitap okumanın erken okuryazarlık becerilerine etkisi
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2020
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İnönü Üniversitesi
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Bu araştırmada Etkileşimli Kitap Okumanın Erken Okuryazarlık Becerilerine Etkisi incelenmektedir. Burada deneysel modellerden "ön-son test kontrol gruplu model" kullanılmıştır. Araştırmanın evrenini 5-6 yaşlarında okul öncesi eğitimi gören çocuklar oluşturmaktadır. Örneklem grubunu, Malatya ili Battalgazi ilçesinde bulunan bir ilköğretim okulunun iki anasınıfı oluşturmaktadır. Bu iki anasınıfı, araştırmanın çalışma grubunu da oluşturmaktadır. Deney grubunda 19, kontrol grubunda ise 17 çocuk bulunmaktadır. Verilerin toplanmasında kitap seçimi için anket, aile ve çocuğa yönelik bilgilerin alınması için demografik bilgi anketi ve Karaman (2013) Erken Okuryazarlık Becerilerini Değerlendirme Aracı (EOBDA) kullanılmıştır. Kitap seçimi için Malatya ilinde görev yapan 70 okul öncesi öğretmene etkileşimli kitap okuma etkinliklerinde kullanılması için uygun olacak üç adet kitap önermeleri istenmiş ve bu öğretmenlerden tercih ettikleri kitapları önem sırasına göre yazmaları istenmiştir. Elde edilenlerden, tercih edilme sırasına göre en yüksek puanı alan 56 kitap, deney grubunda uygulama materyali olarak kullanılmıştır. Ailelere ilişkin demografik bilgilerin edinmesi için ise 6 sorudan oluşan bir anket uygulanmıştır. Ayrıca çocukların erken okuryazarlık becerilerini ölçmek amacıyla EOBDA kullanılmıştır. EOBDA toplam 96 kapalı uçlu sorudan oluşmaktadır. Sorular "doğru" ve "yanlış" şeklinde iki seçenekten oluşmaktadır. Elde edilen verilerin analizi için istatistiksel paket programları kullanılmış; frekans (f), yüzde (%) ve verilerin homojen dağılıp dağılmadıklarına göre, korelasyon, Mann-Whitney U, Kruskall Wallis gibi anlamlılık testlerinden yararlanılmıştır. Araştırmanın sonucunda ebeveynleri tarafından etkileşimli kitap okunan deney grubundaki çocuklar ile herhangi bir uygulama yapılmayan kontrol grubundaki çocukların EOBDA'dan aldıkları puanlar arasında deney grubunun lehine anlamlı bir fark olduğu görülmüştür. Fakat cinsiyet, aile gelir durumu, ebeveynin mesleği, kardeş sayısı, evde bulunan çocuk kitabı sayısı ve ebeveyn eğitim durumunun erken okuryazarlık becerilerinde anlamlı bir etkiye sahip olmadığı yönünde sonuçlara ulaşılmıştır. Araştırmadan elde edilen sonuçlara dayalı olarak çeşitli önerilerde bulunulmuştur. Anahtar Sözcükler: Etkileşimli Kitap Okuma, Erken Okuryazarlık, Erken Okuma, Erken Yazma
The study examines the effect of Interactive Book Reading on Early Literacy Skills. In this research, "pre-post-test control group model", one of the experimental models, was used. The universe of the research consists of children who are in pre-school education at 5-6 ages. The sample group consists of two kindergarten classes of a primary school in Battalgazi District of Malatya Province. These two kindergarten classes constitute the working group of the research. There are 19 children in the experimental group and 17 children in the control group. In collecting data; The questionnaire for book selection, the demographic information questionnaire and the Early Literacy Skills Assessment Tool (EOBDA) of Karaman (2013) were used to obtain information about the family and child. For the selection of books, 70 preschool teachers working in Malatya Province were asked to propose three books that would be suitable for use in interactive book reading activities. Teachers were asked to write their preferred books in order of importance. 56 books, which were scored high in order of preference, were used as application material in the experimental group. In order to obtain demographic information about families, a questionnaire consisting of 6 questions was applied. In addition, EOBDA was used to measure children's early literacy skills. EOBDA consists of a total of 96 closed-ended questions. The questions consist of two options: "right" and "wrong". Statistical package programs were used for the analysis of the data obtained; Significance tests such as Corelation, Mann-Whitney U, Kruskall Wallis were used according to the frequency (f), percentage (%) and whether the data was distributed homogeneously. As a result of the study, it was seen that there was a significant difference in favor of the experimental group between the children in the experimental group whose parents read interactive books and the children in the control group who did not perform any application from the EOBDA. However, it has been concluded that gender, family income status, parent's profession, number of siblings, number of children's books at home and parental education status do not have a significant effect on early literacy skills. Various suggestions were made based on the results obtained from the research. Keywords: Interactive Book Reading, Early Literacy, Early Reading, Early Writing
The study examines the effect of Interactive Book Reading on Early Literacy Skills. In this research, "pre-post-test control group model", one of the experimental models, was used. The universe of the research consists of children who are in pre-school education at 5-6 ages. The sample group consists of two kindergarten classes of a primary school in Battalgazi District of Malatya Province. These two kindergarten classes constitute the working group of the research. There are 19 children in the experimental group and 17 children in the control group. In collecting data; The questionnaire for book selection, the demographic information questionnaire and the Early Literacy Skills Assessment Tool (EOBDA) of Karaman (2013) were used to obtain information about the family and child. For the selection of books, 70 preschool teachers working in Malatya Province were asked to propose three books that would be suitable for use in interactive book reading activities. Teachers were asked to write their preferred books in order of importance. 56 books, which were scored high in order of preference, were used as application material in the experimental group. In order to obtain demographic information about families, a questionnaire consisting of 6 questions was applied. In addition, EOBDA was used to measure children's early literacy skills. EOBDA consists of a total of 96 closed-ended questions. The questions consist of two options: "right" and "wrong". Statistical package programs were used for the analysis of the data obtained; Significance tests such as Corelation, Mann-Whitney U, Kruskall Wallis were used according to the frequency (f), percentage (%) and whether the data was distributed homogeneously. As a result of the study, it was seen that there was a significant difference in favor of the experimental group between the children in the experimental group whose parents read interactive books and the children in the control group who did not perform any application from the EOBDA. However, it has been concluded that gender, family income status, parent's profession, number of siblings, number of children's books at home and parental education status do not have a significant effect on early literacy skills. Various suggestions were made based on the results obtained from the research. Keywords: Interactive Book Reading, Early Literacy, Early Reading, Early Writing
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Yalavaç, N. (2020). Etkileşimli kitap okumanın erken okuryazarlık becerilerine etkisi, Yayınlanmış Yüksek Lisans Tezi, İnönü Üniversitesi, Malatya.
