A Content Analysis on Dialogic Reading

Yurtbakan, Ergün

doi:10.16916/aded.642138

Cited by 13 publications

(5 citation statements)

References 92 publications

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“…Lowter (2004) states that the implementation of educational programs that include helping, sharing, friendship, and cooperation skills contribute significantly to the social and emotional development of children. Studies show that interactive reading results in children's understanding of socio-cognitive themes in the books they read (Aram et al, 2013;Yurtbakan, 2020). A study by Uzmen and Mağden (2002) was conducted to determine whether preschool children's sharing and helping behavior can be supported by using the picture storyreading method.…”

Section: Interpretation Of the Results Regarding The Social Skills Be...mentioning

confidence: 99%

The Effectiveness of Dialogic Book Reading Technique in Order to Develop Social Skills to 4-5 Years Old Children

Kerigan

Öncü

2022

TPICD

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The aim of this emprical study is to examine the effectiveness of dialogical book reading technique reading on sharing, cooperation, collaboration, empathy and companionship skills to 4-5 years old children in preschool institutions by using subject related picture books. The sample group of the study was selected through simple random sampling technique from 4-5 years old kindergarden classes. It was selected from 17 children from 4-5 years old group using simple selective method., but only 9 children from the age group of 4-5 who participated regularly to the process were chosen as sample in the research. In the study, 4 picture books were read 3 times for 8 weeks using dialogic book reading technique. Therefore, children are aimed to developed the skills of "sharing, collaboration, cooperation, empathy and friendship". In order to ensure that the data in the study is obtained more healthily, "Social Behaviours Depicting Cards " was created by the researcher. " OSBED" was also used in the study. Pre-test and post-test was performed and the data was analyzed by a statistical program. According to the findings of the study, although no significant difference between the answers given by children in experimental group and children in control group to the Social Behaviours Depicting Cards was found, based on the findings of the Preschool Social Skills Assessment Scale, there was statistically significant difference between the pre-test and post-test scores of children's social skills.

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Section: Interpretation Of the Results Regarding The Social Skills Be...mentioning

confidence: 99%

The Effectiveness of Dialogic Book Reading Technique in Order to Develop Social Skills to 4-5 Years Old Children

Kerigan

Öncü

2022

TPICD

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“…In other words, dialogic reading with primary school students through picture books helps them gain values such as love, respect, cooperation, responsibility, hospitality, friendship, self-control and courage. It is seen that the effect of dialogic reading on the language and social skills of normal or developmentally retarded students in the pre-school period has been examined (Yurtbakan, 2020), but the effect of neither primary school nor pre-school students on values education has been investigated. Like children's picture books were used in dialogic reading in the study, Batmaz and Erdoğan (2019) also benefited from the case studies in children's books in their value education study and achieved positive results.…”

Section: Discussion Conclusion and Implicationsmentioning

confidence: 99%

Analysis of Dialogic Reading’s Effects on Primary School 4th Graders’ Views on Values Education and Attitudes towards Reading

2023

PERR

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The present study carried out to assess dialogic reading's effects on 4 th graders' views on values education, and attitudes towards reading based on a quasi-experimental design with pre-test, post-test, and control group. The study group was comprised of 4 th graders in a primary school in Yozgat province, Turkey, in 2021-2022 academic year. Data collection tools were the "Reading Attitude Survey" and the "Student Opinions Survey on Values Education". Mann Whitney U and Wilcoxon Signed Rank tests were used to analyze data. The results revealed that dialogic reading led to statistically significant differences in the views of 4 th grade students about values education compared to traditional reading. However, no significant difference was found in children attitude towards reading.

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“…When the literature is examined, it is seen that interactive reading facilitates students' vocabulary learning (Brett, Rothlein & Hurley, 1996), and enables them to learn new words (Penno, Wilkinson & Moore, 2002;Smeets, van Dijken & Bus, 2014), improves their early literacy skills (Hargrave & Senechal, 2000) and contributes to their expressive language (Lever & Sénéchal, 2011). In addition, interactive reading is also effective for students with speech disorders, language disorders, hearing impairment, down syndrome, and autism (Yurtbakan, 2020).…”

Section: Interactive Readingmentioning

confidence: 99%

Bir Kaynaştırma Öğrencisinin Okuma ve Dinleme Becerilerinin Geliştirilmesi: Bir Eylem Araştırması

Sönmez¹,

TOPÇAM>²,

Durmaz³

et al. 2023

Sakarya University Journal of Education

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Inclusion students, like all students, need to develop strong reading and listening skills to communicate effectively, understand instructions, and retain information. These skills are also important for their independence and future career success. Improving these skills can help inclusion students to achieve their academic, social, and professional goals. The main purpose of this research is to improve the reading and listening skills of an inclusion student studying at the 2nd grade level. For this purpose, the study was designed and conducted as an action research. First of all, the current level of the student in reading and listening skills was determined. Interactive reading and repeated reading methods were used in the intervention process. The intervention process of the study lasted for 6 weeks. In this process, 14 different children's picture books were read by the student's parents using the interactive reading method. Then, the student was allowed to read children's picture books until he reached the level of free reader. As a result of the research, it was concluded that the student made fewer reading errors than before the intervention process, the rate of word recognition and the reading prosody score increased, and the success of reading comprehension and listening comprehension improved.

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A Content Analysis on Dialogic Reading

Cited by 13 publications

References 92 publications

The Effectiveness of Dialogic Book Reading Technique in Order to Develop Social Skills to 4-5 Years Old Children

The Effectiveness of Dialogic Book Reading Technique in Order to Develop Social Skills to 4-5 Years Old Children

Analysis of Dialogic Reading’s Effects on Primary School 4th Graders’ Views on Values Education and Attitudes towards Reading

Bir Kaynaştırma Öğrencisinin Okuma ve Dinleme Becerilerinin Geliştirilmesi: Bir Eylem Araştırması

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