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İşitme Kayıplı Çocuklarla Paylaşılan Okuma Etkinliğinde Kullanılan Seri Hikaye Kitaplarının Hazırlanma Sürecinin İncelenmesi

Year 2019, Volume: 8 Issue: 3, 712 - 734, 23.09.2019

Asli Gerek , Halise Pelin Karasu , Ümit Girgin

Abstract

Paylaşılan okuma,
yetişkin ve çocuğun birebir ortamda ya da küçük grupla birlikte yürüttüğü okuma
etkinlikleridir. Paylaşılan okuma, işitme kayıplı çocukların dinleme,
dinlediğini anlama ve anlatma becerilerini desteklemekte, sesbilgisel
farkındalık ve sözcük dağarcığı gelişimine katkı sağlamaktadır. İşitme kayıplı
çocuklara zengin bir dil yaşantısı sağlayan bu etkinliklerde kullanılacak
hikayelerin niteliği çocukların sağlayacağı fayda için önem taşımaktadır.
Hikayeler seçilirken hikayenin içeriğine, yaşa uygunluğuna, dil yapılarına,
okunabilirlik düzeylerine ve fiziksel özelliklerine dikkat edilmesi
gerekmektedir. Bu araştırmada, işitme kayıplı çocuklarla paylaşılan okuma
etkinliğinde kullanılan seri hikaye kitaplarının hazırlanma sürecinin
incelenmesi amaçlanmış ve bu doğrultuda seri hikaye kitabı hazırlama süreci
betimlenmiştir. Araştırmacı, işitme kayıplı çocuk, geçerlik komitesi üyeleri ve
grafik tasarımcı bu araştırmanın katılımcılarıdır. Geçerlik komitesi
toplantıları, toplantılara ait ses ve görüntü kayıtları, toplantı tutanakları
ve süreç ürünleri bu araştırmanın veri toplama tekniklerini oluşturmuştur.
Hikayeleri hazırlama süreci; konuların belirlenmesi, hikayelerin yazılması,
okunabilirlik düzeylerinin hesaplanması ve hikayelerin resimlendirilmesi
aşamalarından oluşmuştur. Bu araştırma kapsamında zorluk derecesi kendi içinde
giderek artan, her düzeyde 2 hikaye olmak üzere toplamda 6 hikayeden oluşan
seri hikaye kitapları hazırlanmıştır. 
Hikaye yazma sürecinde bu aşamalara dikkat edilmesinin, paylaşılan okuma
etkinliğinden alınacak faydayı arttırabileceği düşünülmektedir.

Keywords

işitme kayıplı çocuk gelişen okuryazarlık paylaşılan okuma seri hikaye kitabı okunabilirlik düzeyi

References

  • Andrews, J.F., Liu, H.T., Liu, C.J., Gentry, M.A. and Smith, Z. (2016). Increasing early reading skills in young signing deaf children using shared book reading: A feasibility study. Early Child Development and Care, 187(3-4), 1-17.
  • Bergeron, J.P., Lederberg, A.R., Easterbrooks, S.R., Miller, E.M. and Mcdonald-Connor, C. (2009). Building the alphabetic principle in young children who are deaf or hard of hearing. The Volta Review, 109 (2-3), 87-119.
  • Blachowicz, C.L.Z. and Fisher, P.J. (2007). Best practices in vocabulary instruction. L.B. Gambrell, L.M. Morrow and M. Pressley (Eds.), Best practices in literacy instruction (3th ed.) in (s. 178-203). New York: The Guildford Press.
  • Brookshire, J., Scharff, L.F.B. and Moses, L.E. (2002). The influence of illustration on children’s book preferences and comprehension. Reading Psychology, 23(4), 323-339.
  • Cabell, S.Q., Justice, L.M., Kaderavek, J.N., Turnbull, K.P. and Breit-Smith, A. (2009). Emergent literacy lessons for success. San Diego: Plural Publishing.
  • Clark, R., Lennon, R. and Morris, L. (1993). Of caldecotts and kings: Gendered images in recent american children's books by black and non-black illustrators. Gender and Society, 7(2), 227-245.
  • Cunningham. P.M., Moore, S.A., Cunningham, J.W. and Moore, D.W. (2004). Reading and writing in elementary classrooms research based K-4 instruction. Boston: Pearson.
  • Çeçen, M.A. ve Aydemir, F. (2011). Okul öncesi hikaye kitaplarının okunabilirlik açısından incelenmesi. Mustafa Kemal Üniversitesi Sosyal Bilimler Ensitüsü Dergisi, 8(16), 185-194.
  • DesJardin, J.L., Doll, E.R., Stika, C.J., Eisenberg, L.S., Johnson, K.J., Ganguly, D.H., Colson, B.G. and Henning, S.C. (2014). Parental support for language development during joint book reading for young children with hearing loss. Communication Disorders Quarterly, 35(3), 167-181.
  • Dilek, A. (2017). Feridun Oral’ın resimli hikaye kitaplarındaki değerlerin incelenmesi. Değerler Eğitimi Dergisi, 15(33), 61-86.
  • Dirican, R. ve Dağlıoğlu, H.E. (2014). 3-6 yaş grubu çocuklarına yönelik yayımlanan resimli hikaye kitaplarının bazı temel değerler açısından incelenmesi. Cumhuriyet International Journal of Education, 3(2), 44-69.
  • Döneray, I. (2016). Ülkemizdeki 4-5 yaş grubu çocuklara yönelik okuma ağacı kitapları tasarımı. Yayımlanmamış Yüksek Lisans Tezi. İstanbul: Işık Üniversitesi, Sosyal Bilimler Enstitüsü, Görsel İletişim Tasarımı.
  • DuBay, W.H. (2006). Smart language readers, readability and the grading of text. California: Impact Information.
  • Dwyer, J. and Neuman, S. B. (2008). Selecting books for children birth through four: A developmental approach. Early Childhood Education Journal, 35, 489-494.
  • Efendi, M. (2017). The effectiveness of the pictorial book to improve the understanding of deaf students about nature and environment in elementary school. Journal of ICSAR, 1(2), 103-108.
  • Fry, E. (2002). Readability vs leveling. The Reading Teacher, 56(3), 286-291.
  • Gay, L.R., Mills, G.E. and Airasian, P.W. (2012). Educational research: Competencies for analysis and applications. (10th Edition). USA: Pearson.
  • Giorgis, C., Johnson, N.J., Bonomo, A., Colbert, C., Conner, A., Kauffman, G. and Kulesza, D. (1999). Children's books: Visual literacy. The Reading Teacher, 53(2), 146-153.
  • Girgin, M.C. (2003). İşitme engelli çocukların eğitimine giriş. Eskişehir: Anadolu Üniversitesi Yayınları.
  • Girgin, Ü. (2006). İşitme engelli çocuklar için erken dönem okuma yazma eğitimi. U. Tüfekçioğlu (Ed.), İşitme, konuşma ve görme sorunu olan çocukların eğitimi içinde (s. 139-162). Eskişehir: Anadolu Üniversitesi Yayınları.
  • Girgin, Ü. (2013). Teacher strategies in shared reading for children with hearing impairment. Eurasian Journal of Educational Research, 53, 249-268.
  • Gönen, M. ve Yılmaz, S.A. (1999). The book reading habits of teachers and families to their hearing and hearing impaired kindergarten children. European Early Childhood Education Research Journal, 7(2), 5-15.
  • Goldberg, H. (2016). Language development in preschoolers at risk: Linguistic input among head start parents and oral narrative performance of deaf or hard of hearing children. Yayımlanmamış Doktora Tezi. Atlanta: Georgia State University, Department of Educational Psychology, Special Education and Communication Disorders.
  • Gönen, M., Uludağ, G., Fındık-Tanrıbuyurdu, E. ve Tüfekçi, E. (2014). 0-3 yaş çocuklarına yönelik resimli çocuk kitaplarının özelliklerinin incelenmesi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 29(1), 126-139.
  • Gönen, M., Karakuş, H., Uysal, H., Kehci, A., Ulutaş, Z. ve Kahve, Ö. (2016). Resimli çocuk kitaplarının içerik ve resimleme özelliklerinin bazı değişkenler açısından incelenmesi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 31(4), 724-735.
  • Gunning, T.G. (2003). The role of readability in today’s classrooms. Top Lang Disorders, 23(3), 175-189.
  • Güzelyurt, T. ve Saraç, S. (2018). 48-66 aylık çocukların gelişim düzeylerine uygun çocuk kitapları nasıl olmalıdır? Bir delphi çalışması. International Journal of Childiren’s Literature and Education Researches, 2(1), 52-75.
  • Hargreve, A.C. and Senechal, M. (2000). A book reading intervention with preschool children who have limited vocabularies: the benefits of regular reading and dialogic reading. Early Childhood Research Quarterly, 15(1), 75-90.
  • Hughes, D.L., McGillivray, L. and Schimidek, M. (1997). Guide to narrative language: Procedures for assesment. London: Thinking Publications.
  • Ismail, A. and Yusof, N. (2018). Malaysian children storybooks as esl reading materials. International Journal Of Education & Literacy Skills, 6(3), 68-75.
  • Ismail, A., Yusof, N. and Yunus, K. (2016). The readability of malaysian english children books: A multilevel analysis. International Journal Of Applied Linguistics & English Literature, 5(6), 214-220.
  • Justice, L.M. (2006). Emergent Literacy: Development, domains, and interventions approaches. Clinical approaches to emergent literacy intervention in (s. 3-27). San Diego: Plural Publishing, Inc.
  • Justice, L.M., Pullen, P.C. and Pence, K. (2008). Influence of verbal and nonverbal references to print on preschoolers' visual attention to print during storybook reading. Developmental Psychology, 44(3), 855-866.
  • Lonigan, C.J. and Whitehurst, G.J. (1998). Relative efficacy of parent and teacher involvement in a shared-reading intervention for preschool children from lowincome backrounds. Early Childhood Research Quarterly, 13(2), 263-290.
  • Lyod, J., Lieven, E. and Arnold, P. (2005). The oral referential communication skills of hearing-impared children. Deafness and Education International, 7(1), 22-42.
  • Miller, W.H. (2005). Improving early literacy: Strategies and activities for struggling students (k-3). San Francisco: Jossey-Bass.
  • Mitch, O., Pianta, E. and Mana, N. (2013). Interactive stories and exercises with dynamic feedback for improving reading comprehension skills in deaf children. Computers and Education, 65, 34-44.
  • Morrow, L.M. (2012). Literacy development in the early years: Helping children read and write. (7th Edition). Boston: Pearson.
  • Morrow, L.M. and Tracey, D.H. (2007). Best practices in literacy instruction. L.B. Gambrell, L.M. Morrow and M. Pressley (Eds.), Best practices in early literacy development in preschool, kindergarten, and first grade in (s. 57-82). New York: Guildford Press.
  • Musselman, C. (2000). How the children who can't hear learn to read an alphabetic script. A review of the literature on reading and deafness. Journal of Deaf Studies and Deaf Education, 5(1), 9-31.
  • National Early Literacy Panel [NELP]. (2008). Developing early literacy: Report of the National Early Literacy Panel. Washington, DC: National Institute for Literacy.
  • Otaiba, S.A. (2004). Weaving moral elements and researched-based reading practices in inclusive classrooms using shared book reading techniques. Early Child Development and Care, 174(6), 575-589.
  • Pakulski, L.A. and Kaderavek, J.N. (2004). Facilitating literacy using experience books: A case study of two children with hearing loss. Communication Disorders Quarterly, 25(4), 179-188.
  • Pataki, K.W., Metz, A.E. and Pakulski, L. (2014). The effect of thematically related play on engagement in storybook reading in children with hearing loss. Journal of Early Childhood Literacy, 14(2), 240–264.
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  • Sarı, N. (2006). Çocuk kitapları illüstrasyonları üzerine bir araştırma ve bir örnekleme. Yayımlanmamış Yüksek Lisans Tezi. İzmir: Dokuz Eylül Üniversitesi, Güzel Sanatlar Eğitimi Anabilim Dalı, Resim Öğretmenliği Programı.
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Examination of the Preparation Process of Storybook Series Used in Shared Reading with Children with Hearing Loss

Year 2019, Volume: 8 Issue: 3, 712 - 734, 23.09.2019

Asli Gerek , Halise Pelin Karasu , Ümit Girgin

Abstract

Shared reading is an activity
conducted by adult and children in one to one settings or with a small group.
Shared reading supports listening, comprehension and retelling abilities and
contributes to phonological awareness and vocabulary knowledge of children with
hearing loss. Shared reading provides rich language experience to children with
hearing loss, and quality of stories used in shared reading is important for
the effectiveness. While choosing story, attention must be paid on content, age
appropriateness, language structure, readability level, and physical
characteristics of book. In this research it is aimed to examine preparation
period of storybook series used in shared reading with children with hearing loss,
and storybook series’ preparition process was described in detail.  The researcher, children with hearing loss,
validity committee members and graphic designer are participants of this study.
Valitidy committee meetings, audio and video records of meetings,
meeting minutes, and process products are the data collecting methods. The preparation process consists of 4 steps;
determination of subjects, writing the stories, measuring
the readability levels, and illustrating the stories. In this research readability
levels gradually increased storybook series have been prepared. Storybook series consist of 3 levels
and there are 2 stories in each level. In total 6 stories have been prepared. Consequently it is thought that paying attention to these
steps in story writing process may increase the benefit from shared reading
activity.

Keywords

child with hearing loss emergent literacy shared reading storybook series readability level

References

  • Andrews, J.F., Liu, H.T., Liu, C.J., Gentry, M.A. and Smith, Z. (2016). Increasing early reading skills in young signing deaf children using shared book reading: A feasibility study. Early Child Development and Care, 187(3-4), 1-17.
  • Bergeron, J.P., Lederberg, A.R., Easterbrooks, S.R., Miller, E.M. and Mcdonald-Connor, C. (2009). Building the alphabetic principle in young children who are deaf or hard of hearing. The Volta Review, 109 (2-3), 87-119.
  • Blachowicz, C.L.Z. and Fisher, P.J. (2007). Best practices in vocabulary instruction. L.B. Gambrell, L.M. Morrow and M. Pressley (Eds.), Best practices in literacy instruction (3th ed.) in (s. 178-203). New York: The Guildford Press.
  • Brookshire, J., Scharff, L.F.B. and Moses, L.E. (2002). The influence of illustration on children’s book preferences and comprehension. Reading Psychology, 23(4), 323-339.
  • Cabell, S.Q., Justice, L.M., Kaderavek, J.N., Turnbull, K.P. and Breit-Smith, A. (2009). Emergent literacy lessons for success. San Diego: Plural Publishing.
  • Clark, R., Lennon, R. and Morris, L. (1993). Of caldecotts and kings: Gendered images in recent american children's books by black and non-black illustrators. Gender and Society, 7(2), 227-245.
  • Cunningham. P.M., Moore, S.A., Cunningham, J.W. and Moore, D.W. (2004). Reading and writing in elementary classrooms research based K-4 instruction. Boston: Pearson.
  • Çeçen, M.A. ve Aydemir, F. (2011). Okul öncesi hikaye kitaplarının okunabilirlik açısından incelenmesi. Mustafa Kemal Üniversitesi Sosyal Bilimler Ensitüsü Dergisi, 8(16), 185-194.
  • DesJardin, J.L., Doll, E.R., Stika, C.J., Eisenberg, L.S., Johnson, K.J., Ganguly, D.H., Colson, B.G. and Henning, S.C. (2014). Parental support for language development during joint book reading for young children with hearing loss. Communication Disorders Quarterly, 35(3), 167-181.
  • Dilek, A. (2017). Feridun Oral’ın resimli hikaye kitaplarındaki değerlerin incelenmesi. Değerler Eğitimi Dergisi, 15(33), 61-86.
  • Dirican, R. ve Dağlıoğlu, H.E. (2014). 3-6 yaş grubu çocuklarına yönelik yayımlanan resimli hikaye kitaplarının bazı temel değerler açısından incelenmesi. Cumhuriyet International Journal of Education, 3(2), 44-69.
  • Döneray, I. (2016). Ülkemizdeki 4-5 yaş grubu çocuklara yönelik okuma ağacı kitapları tasarımı. Yayımlanmamış Yüksek Lisans Tezi. İstanbul: Işık Üniversitesi, Sosyal Bilimler Enstitüsü, Görsel İletişim Tasarımı.
  • DuBay, W.H. (2006). Smart language readers, readability and the grading of text. California: Impact Information.
  • Dwyer, J. and Neuman, S. B. (2008). Selecting books for children birth through four: A developmental approach. Early Childhood Education Journal, 35, 489-494.
  • Efendi, M. (2017). The effectiveness of the pictorial book to improve the understanding of deaf students about nature and environment in elementary school. Journal of ICSAR, 1(2), 103-108.
  • Fry, E. (2002). Readability vs leveling. The Reading Teacher, 56(3), 286-291.
  • Gay, L.R., Mills, G.E. and Airasian, P.W. (2012). Educational research: Competencies for analysis and applications. (10th Edition). USA: Pearson.
  • Giorgis, C., Johnson, N.J., Bonomo, A., Colbert, C., Conner, A., Kauffman, G. and Kulesza, D. (1999). Children's books: Visual literacy. The Reading Teacher, 53(2), 146-153.
  • Girgin, M.C. (2003). İşitme engelli çocukların eğitimine giriş. Eskişehir: Anadolu Üniversitesi Yayınları.
  • Girgin, Ü. (2006). İşitme engelli çocuklar için erken dönem okuma yazma eğitimi. U. Tüfekçioğlu (Ed.), İşitme, konuşma ve görme sorunu olan çocukların eğitimi içinde (s. 139-162). Eskişehir: Anadolu Üniversitesi Yayınları.
  • Girgin, Ü. (2013). Teacher strategies in shared reading for children with hearing impairment. Eurasian Journal of Educational Research, 53, 249-268.
  • Gönen, M. ve Yılmaz, S.A. (1999). The book reading habits of teachers and families to their hearing and hearing impaired kindergarten children. European Early Childhood Education Research Journal, 7(2), 5-15.
  • Goldberg, H. (2016). Language development in preschoolers at risk: Linguistic input among head start parents and oral narrative performance of deaf or hard of hearing children. Yayımlanmamış Doktora Tezi. Atlanta: Georgia State University, Department of Educational Psychology, Special Education and Communication Disorders.
  • Gönen, M., Uludağ, G., Fındık-Tanrıbuyurdu, E. ve Tüfekçi, E. (2014). 0-3 yaş çocuklarına yönelik resimli çocuk kitaplarının özelliklerinin incelenmesi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 29(1), 126-139.
  • Gönen, M., Karakuş, H., Uysal, H., Kehci, A., Ulutaş, Z. ve Kahve, Ö. (2016). Resimli çocuk kitaplarının içerik ve resimleme özelliklerinin bazı değişkenler açısından incelenmesi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 31(4), 724-735.
  • Gunning, T.G. (2003). The role of readability in today’s classrooms. Top Lang Disorders, 23(3), 175-189.
  • Güzelyurt, T. ve Saraç, S. (2018). 48-66 aylık çocukların gelişim düzeylerine uygun çocuk kitapları nasıl olmalıdır? Bir delphi çalışması. International Journal of Childiren’s Literature and Education Researches, 2(1), 52-75.
  • Hargreve, A.C. and Senechal, M. (2000). A book reading intervention with preschool children who have limited vocabularies: the benefits of regular reading and dialogic reading. Early Childhood Research Quarterly, 15(1), 75-90.
  • Hughes, D.L., McGillivray, L. and Schimidek, M. (1997). Guide to narrative language: Procedures for assesment. London: Thinking Publications.
  • Ismail, A. and Yusof, N. (2018). Malaysian children storybooks as esl reading materials. International Journal Of Education & Literacy Skills, 6(3), 68-75.
  • Ismail, A., Yusof, N. and Yunus, K. (2016). The readability of malaysian english children books: A multilevel analysis. International Journal Of Applied Linguistics & English Literature, 5(6), 214-220.
  • Justice, L.M. (2006). Emergent Literacy: Development, domains, and interventions approaches. Clinical approaches to emergent literacy intervention in (s. 3-27). San Diego: Plural Publishing, Inc.
  • Justice, L.M., Pullen, P.C. and Pence, K. (2008). Influence of verbal and nonverbal references to print on preschoolers' visual attention to print during storybook reading. Developmental Psychology, 44(3), 855-866.
  • Lonigan, C.J. and Whitehurst, G.J. (1998). Relative efficacy of parent and teacher involvement in a shared-reading intervention for preschool children from lowincome backrounds. Early Childhood Research Quarterly, 13(2), 263-290.
  • Lyod, J., Lieven, E. and Arnold, P. (2005). The oral referential communication skills of hearing-impared children. Deafness and Education International, 7(1), 22-42.
  • Miller, W.H. (2005). Improving early literacy: Strategies and activities for struggling students (k-3). San Francisco: Jossey-Bass.
  • Mitch, O., Pianta, E. and Mana, N. (2013). Interactive stories and exercises with dynamic feedback for improving reading comprehension skills in deaf children. Computers and Education, 65, 34-44.
  • Morrow, L.M. (2012). Literacy development in the early years: Helping children read and write. (7th Edition). Boston: Pearson.
  • Morrow, L.M. and Tracey, D.H. (2007). Best practices in literacy instruction. L.B. Gambrell, L.M. Morrow and M. Pressley (Eds.), Best practices in early literacy development in preschool, kindergarten, and first grade in (s. 57-82). New York: Guildford Press.
  • Musselman, C. (2000). How the children who can't hear learn to read an alphabetic script. A review of the literature on reading and deafness. Journal of Deaf Studies and Deaf Education, 5(1), 9-31.
  • National Early Literacy Panel [NELP]. (2008). Developing early literacy: Report of the National Early Literacy Panel. Washington, DC: National Institute for Literacy.
  • Otaiba, S.A. (2004). Weaving moral elements and researched-based reading practices in inclusive classrooms using shared book reading techniques. Early Child Development and Care, 174(6), 575-589.
  • Pakulski, L.A. and Kaderavek, J.N. (2004). Facilitating literacy using experience books: A case study of two children with hearing loss. Communication Disorders Quarterly, 25(4), 179-188.
  • Pataki, K.W., Metz, A.E. and Pakulski, L. (2014). The effect of thematically related play on engagement in storybook reading in children with hearing loss. Journal of Early Childhood Literacy, 14(2), 240–264.
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Details

Primary Language Turkish
Journal Section Research Article
Authors

Asli Gerek

Halise Pelin Karasu

Ümit Girgin

Publication Date September 23, 2019
Published in Issue Year 2019Volume: 8 Issue: 3

Cite

APA Gerek, A., Karasu, H. P., & Girgin, Ü. (2019). İşitme Kayıplı Çocuklarla Paylaşılan Okuma Etkinliğinde Kullanılan Seri Hikaye Kitaplarının Hazırlanma Sürecinin İncelenmesi. Cumhuriyet Uluslararası Eğitim Dergisi, 8(3), 712-734.
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