DİYALOĞA DAYALI OKUMANIN 48-66 AY GRUBU ÇOCUKLARININ İFADE EDİCİ DİL BECERİLERİNE OLAN ETKİSİ

THE EFFECTS OF DIALOGIC READING TECHNIQUES TO EXPRESSIVE LANGUAGE DEVELOPMENT OF 48-66 MONTHS CHILDREN

Özet

Diyaloğa dayalı kitap okumanın 48-66 ay çocuğunun ifade edici dil gelişimine olan etkisini belirlemek amacıyla yapılan bu çalışmada tek grup öntest-sontest deneysel desen kullanılmıştır. Çalışma grubu amaçlı örnekleme yöntemiyle seçilmiştir. Bu kapsamda; Denizli il merkezinde yer alan bir ilkokul bünyesindeki anasınıfına devam eden 48-66 ay grubundan 9'u kız 9'u erkek olmak üzere toplam 18 çocuk çalışmaya dâhil edilmiştir. Deney grubunda yer alan çocukların tamamına çalışmaya başlamadan önce TEDL-3 testi ön test uygulanmış ve doğal dil örneği alınarak OSU (ortalama sözce uzunluk) değerleri belirlenmiştir. Çalışmanın ikinci kısmında ise yine çocuklardan alınan doğal dil örnekleri cümle biçimbirimlerine ayrılarak incelenmiş; ögelerinin dizilişlerine göre (kurallı, devrik) ve yüklemlerine göre cümlelerin (isim, fiil cümleleri) kullanım oranları belirlenmiştir. Öntest sonuçları çocukların uygulamalar başlamadan önce benzer dil seviyelerine sahip olduklarını ve birbirine benzer cümle yapılarına hâkim olduklarını göstermektedir. Uygulamalar 10 hafta sürmüştür. Çalışma grubunda yer alan çocuklara, haftada 3 kitap olmak üzere toplam 24 kitap diyaloğa dayalı yöntem kullanılarak araştırmacı tarafından okunmuştur. Uygulamalarda kullanılan kitapların; içerik ve biçim özellikleri olarak çocukların yaş grubuna uygun olarak seçilmesine dikkat edilmiştir. Uygulamaların ardından gruptaki çocukların tamamına tekrar aynı testler sontest olarak uygulanmış ve aradaki farkın anlamlı olup olmadığına bakılmıştır. Araştırmadan elde edilen sonuçlar; diyaloğa dayalı kitap okumanın; çocukların ifade edici dil gelişimlerini olumlu yönde etkilediğini ve çocukların kullandığı cümle yapılarını anlamlı derecede arttırdığını göstermektedir

Abstract

In this study, conducted to determine the effect of dialogic reading on the expressive language development of 48-66 months age group children, single group pretest and posttest experimental design has been utilized. The study group was chosen by means of sampling method. Within this scope; a total of 18 children have been included in the study, consisting of 9 boys and 9 girls among the 48-66 months age group nursery class students in a primary school located at Denizli city center. Prior to the study, each child in the experiment group was put to TEDL3 pretest, and MLU (The Mean Length of Utterance) values were determined by means of taking natural language samples. In the second part of the study, natural language samples collected from the children were examined after being unitized into sentence morphemes; and linguistic performance rates of the sentences in terms of syntax (natural, inverted), and predicates (noun, verb) have been determined. Pretest results show that the children had similar linguistic levels, and that they had a command of similar sentence structures before the practices. Practices lasted for 10 weeks. A total of 24 books, 3 books per week, were read to the children included in the study group by the researcher, using the dialogic method. A great deal of attention was paid to ensure that the books used in the practices are chosen accordingly with the age group of the children in terms of content and form. After the practices, each child in the group was put to the same tests as posttest, and it was observed whether the differentiation between the two tests are meaningful. Results obtained from the research indicate that; dialogic reading affects the expressive language development of the children positively, and that it meaningfully diversified the structures of sentences formed by the children Introduction: It's of no doubt that reading books to the children is the foremost practice supporting the language development of children in terms of both meaning and vocabulary knowledge (Whitehurst and Lonigan, 1998). It is supported by various researches that reading books, most commonly used Turkish language activities by parents in the home setting, and also by teachers in school setting; not only improves the listening and understanding skills of the children, but also helps adopting natural structure and function of the language (Aslan, 2007; Berk, 2013; Chera and Wood, 2003; Isbell et al., 2004; LeRoux 2013; Rasinski and Padak, 2007; Orçan, Çiçekler and Aral; 2010). It is also included in the literature that, as dialogic reading steers the children into talking about the book, and promotes establishing a connection between the book and the real life, it supports especially the expressive language development, and that it has positive effects on vocabulary knowledge (Aram, Fine and Ziv, 2013; Gonzalez, Durodola, Simmons, Taylor, Davis, Fogarty and Simmons, 2013, Şimşek and Erdoğan, 2015). Dialogic reading (DR) discussed within the scope of this study; was developed by Whitehurst et al. (1988), and basically involves the adult including the child into the reading process through a series of strategies. In line with such strategies, the adult is responsible for explaining the book, directing the child into making comments by interrupting the text at certain intervals with certain question types, and even for making the child tell the story. The sequence of questions known shortly as CROWD in the literature is defined as; 'completion', 'recall', 'open-ended questions', 'whquestions', and 'distancing questions'. Each question type contains the 'Prompt', 'Evaluate', 'Expand', and 'Repeat' steps, called PEER (Zevenbergen, and Whitehurst 2003; Whitehurst, Falco, Lonigan, Fischel, DeBaryshe, Valdez-Menchaca and Caulfield, 1988). Effects of DR on the language development of children have been determined in the researches conducted in our country on the subject. It is considered that this study will contribute to the literature with regards to studying the effects of DR on expressive language skills and sentence morphemes. Purpose of this research, structured in consideration of all such information, is to examine the effects of dialogic reading on expressive language skills of the child, and used sentence morphemes. Method: Study group of this research, structured through adopting the single group pretest - posttest without control group design, consists of a total of 18 children, being 9 girls (50%) and 9 boys (50%). 7 (39%) of the children in the study group are in the 48-54 months group, while 11 (61%) are in the 55-66 months group. A total of 24 books in a period of 10 weeks, one book each day for three days a week, were read to the children included in the study group by the researcher, using the dialogic method. Turkish Early Language Development Test (TELD-3), developed by Hresko, Reid and Hammill (1999) with the purpose of determining the language development levels of children, and adapted into Turkish by Topbaş and Güven (2011), has been used as the data collection tool, and natural language samples have been collected in order to determine the MLU (The Mean Length of Utterance) values of children, and properties of the morphemes used by the children. Both measurement tools have been applied as pretest prior to the practices, and as posttest right after the practices. Conclusion and Discussion: When the pretest and posttest scores of the children, to whom books were read using the DR method, had been examined, meaningful differences were detected between the pretest and posttest expressive language development scores collected from TELD-3 (P=.000 < 0.05). When the rank sums of difference scores are taken into consideration, it is seen that the difference leans towards the positive rank, namely the posttest. According to the results of natural language sample analysis; when MLU values are taken into consideration, a meaningful difference stands out between the pret