The Impact of Preschool Teachers' Extratextual Talk Profiles on Children's Language Development during Interactive Book Reading

Sema Soydan; Aysel Korkmaz; Hümeyra Nur Şen; Ulya Tekbaş

doi:10.30703/cije.1582528

TR EN

Etkileşimli Kitap Okuma Sırasında Okul Öncesi Öğretmenlerinin Metin Dışı Konuşma Profillerinin Çocukların Dil Gelişimine Etkisi

Öz

Bu çalışmada, okul öncesi sınıfında etkileşimli kitap okuma sırasında öğretmen konuşma profilleri incelenerek, çocukların dil gelişimleri üzerindeki etkisi incelenmiştir. Karşılaştırmalı ilişkisel tarama yöntemine göre oluşturulan bu araştırmada, altı okul öncesi öğretmeninden ve bu öğretmenlerinin sınıfında bulunan toplamda 54 çocuktan veriler toplanmıştır. Veriler Systematical Assessment of Book Reading (SABR) ve Test of Language Development—Third Edition (TELD-3) kullanılarak toplanmıştır. On farklı hikaye metninin okunması sırasında öğretmen-çocuk etkileşimlerinin video kayıtları, içerik ve ifadelerin biçimi açısından kopyalanarak SABR’a göre analiz edilmiştir. Ayrıca 10 hikaye metni okunmadan önce ve sonra TELD-3 kullanılarak çocukların alıcı, ifade edici ve sözel puanları ölçülmüştür. Analiz sonuçları, kitap okuma sırasında “Düşük talepli” ve “ Yüksek Talepli” olmak üzere iki farklı öğretmen profilini ortaya çıkarmıştır. Metin dışı yüksek konuşma profillerine sahip öğretmenlerin sınıfında bulunan çocukların ön ve son test alıcı(d=0.68), ifade edici (d=0.65) ve sözel dil (d=0.69) puanları arasında orta düzeyde p<.05 düzeyinde anlamlı etkiye sahip olduğu ortaya çıkmıştır. Düşük konuşma profillerine sahip öğretmenlerin ise, p<.05 düzeyinde çocukların ön ve son test alıcı ve sözel dil puanları arasında anlamlı etkiye sahip olmadığı ancak ifade edici dil (d=0.64) puanı üzerinde orta derecede anlamlı etkiye sahip olduğu bulunmuştur.

Anahtar Kelimeler

The Impact of Preschool Teachers' Extratextual Talk Profiles on Children's Language Development during Interactive Book Reading

Abstract

This study aimed to investigate the impact of preschool teachers' extratextual talk profiles during interactive book reading on children's language development. A comparative correlational survey method was employed to collect data from six preschool teachers and 54 children in their classrooms. The Systematic Assessment of Book Reading (SABR) and the Test of Language Development-Third Edition (TELD-3) were utilized as data collection tools. Video recordings of teacher-child interactions during the reading of ten different picture storybooks were transcribed and analyzed using the SABR framework, focusing on content and expression forms. Children's receptive, expressive, and overall verbal language scores were assessed using the TELD-3 before and after the interactive book reading sessions. The results of the analyses revealed two distinct teacher profiles: ‘Low Demanding’ and ‘High Demanding’. Teachers characterized by a high extratextual talk profile had a significant positive effect on children’s pre- and post-test receptive (d=0.68), expressive (d=0.65) and overall verbal language (d=0.69) scores at a medium effect size level (p<.05). Conversely, teachers with low extratextual talk profiles did not have a significant effect on children's pre- and post-test receptive and verbal language scores at the p<.05 level but demonstrated a moderate effect on expressive language scores (d=0.64).

Keywords

Kaynakça

Barnes, E. M., Dickinson, D. K., & Grifenhagen, J. F. (2017). The role of teachers’ comments during book reading in children's vocabulary growth. The Journal of Educational Research, 110(5), 515-527. https://doi.org/10.1080/00220671.2015.1134422
Beck, I. L., & McKeown, M. G. (2007). Increasing young low-income children’s oral vocabulary repertoires through rich and focused instruction. The Elementary School Journal, 107(3), 251–271. https://doi.org/10.1086/511706
Blewitt, P., Rump, K. M., Shealy, S. E., & Cook, S. A. (2009). Shared book reading: When and how questions affect young children's word learning. Journal of Educational Psychology, 101(2), 294–304. https://doi.org/10.1037/a0013844
Cabell, S. Q., Zucker, T. A., DeCoster, J., Melo, C., Forston, L., & Hamre, B. (2019). Prekindergarten interactive book reading quality and children’s language and literacy development: Classroom organization as a moderator. Early Education and Development, 30(1), 1-18. https://doi.org/10.1080/10409289.2018.1514845
Che, E. S., Brooks, P. J., Alarcon, M. F., Yannaco, F. D., & Donnelly, S. (2018). Assessing the impact of conversational overlap in content on child language growth. Journal of Child Language, 45(1), 72–96. https://doi.org/10.1017/S0305000917000083
Chien, H. Y. (2020). Effects of two teaching strategies on preschoolers’ Oral language skills: repeated read-aloud with question and answer teaching embedded and repeated read-aloud with executive function activities embedded. Frontiers in Psychology, 10, https://doi.org/10.3389/fpsyg.2019.02932
Coyne, M. D., McCoach, D. B., Loftus, S., Zipoli Jr., R., & Kapp, S. (2009). Direct vocabulary instruction in kindergarten: Teaching for breadth versus depth. The Elementary School Journal, 110, 1–18. https://doi.org/10.1086/598840
Daubert, E. N., Yu, Y., Grados, M., Shafto, P., & Bonawitz, E. (2020). Pedagogical questions promote causal learning in preschoolers. Scientific Reports, 10(1), 20700. https://doi.org/10.1038/s41598-020-77883-5

Deshmukh, R. S., Zucker, T. A., Tambyraja, S. R., Pentimonti, J. M., Bowles, R. P., & Justice, L. M. (2019). Teachers’ use of questions during shared book reading: Relations to child responses. Early Childhood Research Quarterly, 49, 59-68. https://doi.org/10.1016/j.ecresq.2019.05.006
Dickinson, D. K., & Smith, M. W. (1994). Long-term effects of preschool teachers' book readings on low-income children's vocabulary and story comprehension. Reading Research quarterly, 105-122.
Dickinson, D. K., Collins, M. F., Nesbitt, K., Toub, T. S., Hassinger-Das, B., Hadley, E. B., ... & Golinkoff, R. M. (2019). Effects of teacher-delivered book reading and play on vocabulary learning and self-regulation among low-income preschool children. Journal of Cognition and Development, 20(2), 136-164. https://doi.org/10.1080/15248372.2018.1483373
Duong, S., Bachman, H. J., Votruba-Drzal, E., & Libertus, M. E. (2021). What’s in a question? Parents’ question use in dyadic interactions and the relation to preschool-aged children’s math abilities. Journal of Experimental Child Psychology, 211, 105213. https://doi.org/10.1016/j.jecp.2021.105213
Ece Demir-Lira Ö., Applebaum L. R., Goldin-Meadow S., Levine S. C. (2019). Parents’ early book reading to children: Relation to children’s later language and literacy outcomes controlling for other parent language input. Developmental Science, 22(3), e12764. https://doi.org/10.1111/desc.12764
Flynn K. S. (2011). Developing children’s oral language skills through dialogic reading: Guidelines for implementation. Teaching Exceptional Children, 44(2), 8–16. https://doi.org/10.1037/0022-0663.92.3.466
Gillam, S. L., Gillam, R. B., & Reece, K. (2012). Language outcomes of contextualized and decontextualized language intervention: Results of an early efficacy study. Language, Speech, and Hearing Services in Schools, 43(3), 276-291. https://doi.org/10.1044/0161-1461(2011/11-0022)
Gonzalez, J. E., Pollard-Durodola, S., Simmons, D. C., Taylor, A. B., Davis, M. J., Kim, M., & Simmons, L. (2011). Developing low-income preschoolers’ social studies and science vocabulary knowledge through content-focused shared book reading. Journal of Research on Educational Effectiveness, 4(1), 25-52. https://doi.org/10.1080/19345747.2010.487927
Gonzalez, J. E., Pollard-Durodola, S., Simmons, D. C., Taylor, A. B., Davis, M. J., Fogarty, M., & Simmons, L. (2014). Enhancing preschool children's vocabulary: Effects of teacher talk before, during and after shared reading. Early Childhood Research Quarterly, 29(2), 214-226. https://doi.org/10.1016/j.ecresq.2013.11.001
Güven, S., & Topbaş, S. (2014). Adaptation of the Test of Early Language Development-(TELD-3) into Turkish: Reliability and validity study. International Journal of Early Childhood Special Education, 6(2), 151-176. https://doi.org/10.20489/intjecse.62795
Gygax, P., & Gillioz, C. (2015). Emotion inferences during reading: Going beyond the tip of the iceberg. In E. J. O’Brien, A. E. Cook, & R. F. Lorch Jr. (Eds.), Inferences during reading (pp. 122–139). Cambridge University Press.
Hindman, A. H., Connor, C. M., Jewkes, A. M., & Morrison, F. J. (2008). Untangling the effects of shared book reading: Multiple factors and their associations with preschool literacy outcomes. Early Childhood Research Quarterly, 23(3), 330–350. https://doi.org/10.1016/j.ecresq.2008.01.005
Hindman, A. H., Wasik, B. A., & Erhart, A. L. (2012). Shared book reading and Head Start preschoolers’ vocabulary learning: The role of book-related discussion and curricular connections. Early Education and Development, 23(4), 451–474. https://doi.org/10.1080/10409289.2010.537250
Hindman A. H., Wasik B. A., Bradley D. E. (2019). How classroom conversations unfold: Exploring teacher–child exchanges during shared book reading. Early Education and Development, 30(4), 478–495. https://doi.org/10.1080/10409289.2018.1556009
Hresko W. P., Reid D. K., & Hammill D.D. (1999). Test of Early Language Development (TELD) Third Edition. PRO-ED.
Johnson, C. J., & Yeates, E. (2006). Evidence-based vocabulary instruction for elementary students via storybook reading. EBP Briefs, 1(3), 1–24.
IBM Corp. (2019). Statistical Product and Service Solutions (IBM SPSS Version, 26). http://www.ibm.com/products/spss-statistics
Justice, L. M., Meier, J., & Walpole, S. (2005). Learning new words from storybooks: An efficacy study with at-risk kindergarteners. Language, Speech, and Hearing Services in Schools, 36, 17–32. https://doi.org/10.1044/0161-1461(2005/003).
Justice L. M., Kaderavek J. N., Fan X., Sofka A., Hunt A. (2009). Accelerating preschoolers’ early literacy development through classroom-based teacher–child storybook reading and explicit print referencing. Language, Speech, and Hearing Services in Schools, 40(1), 67–85. https://doi.org/10.1044/0161-1461(2008/07-0098)
Justice, L. M., Zucker, T. A., & Sofka, A. E. (2010). Systematic assessment of book reading: SABR manual. Project Star. Sit together and read. Preschool Language and Literacy Research Lab .The Ohio State University College of Education and Human.
Kaderavek, J. N., Pentimonti, J. M., & Justice, L. M. (2014). Children with communication impairments: Caregivers’ and teachers’ shared book-reading quality and children’s level of engagement. Child Language Teaching and Therapy, 30(3), 289–302. https://doi.org/10.1177/0265659013513812
Karasar, N. (2024). Bilimsel Araştırma Yöntemi. Ankara: Nobel Akademik Yayıncılık.
Lake, G., & Evangelou, M. (2019). Let’s Talk! An interactive intervention to support children’s language development. European Early Childhood Education Research Journal, 27(2), 221-240. https://doi.org/10.1080/1350293X.2019.1579549
Landis, J. R., & Koch, G. G. (1977). An application of hierarchical kappa-type statistics in the assessment of majority agreement among multiple observers. Biometrics, 33(2) 363-374. https://doi.org/10.2307/2529786
Mascareño, M., Snow, C. E., Deunk, M. I., & Bosker, R. J. (2016). Language complexity during read-alouds and kindergartners' vocabulary and symbolic understanding. Journal of Applied Developmental Psychology, 44, 39-51. https://doi.org/10.1016/j.appdev.2016.02.001
Milburn T. F., Girolametto L., Weitzman E., & Greenberg J. (2014). Enhancing preschool educators’ ability to facilitate conversations during shared book reading. Journal of Early Childhood Literacy, 14(1), 105–140. https://doi.org/10.1177/1468798413478261
Mol, S. E., Bus, A. G., & De Jong, M. T. (2009). Interactive book reading in early education: A tool to stimulate print knowledge as well as oral language. Review of Educational Research, 79(2), 979–1007. https://doi.org/10.3102/0034654309332561
Muhinyi, A., Hesketh, A., Stewart, A. J., & Rowland, C. F. (2020). Story choice matters for caregiver extra-textual talk during shared reading with preschoolers. Journal of Child Language, 47(3), 633-654. https://doi.org/10.1017/S0305000919000783
Noble, C., Sala, G., Peter, M., Lingwood, J., Rowland, C., Gobet, F., & Pine, J. (2019). The impact of shared book reading on children’s language skills: A meta-analysis. Educational Research Review, 28, 100290. https://doi.org/10.1016/j.edurev.2019.100290
Okyay, O., & Kandır, A. (2017). Impact of the Interactive Story Reading Method on Receptive and Expressive Language Vocabulary of Children. European Journal of Educational Research, 6(3), 395-406.
Op ‘t Eynde, E., Lara Mascareño, M., Depaepe, F., Verschaffel, L., & Torbeyns, J. (2024). Teacher–child interactions during shared book reading in the domain of early mathematics. Mathematics Education Research Journal, 1-28. https://doi.org/10.1007/s13394-024-00503-2
Penno, J. F., Wilkinson, I. A. G., & Moore, D. W. (2002). Vocabulary acquisition from teacher explanation and repeated listening to stories: Do they overcome the Matthew effect? Journal of Educational Psychology, 94(1), 23–33. https://doi.org/10.1037/0022-0663.94.1.23
Pentimonti, J. M., Zucker, T. A., Justice, L. M., Petscher, Y., Piasta, S. B., & Kaderavek, J. N. (2012). A standardized tool for assessing the quality of classroom-based shared reading: Systematic assessment of book reading (SABR). Early Childhood Research Quarterly, 27, 512–528. https://doi.org/10.1016/j.ecresq.2011.12.007
Pentimonti, J.M., Bowle, R.P., Zucker, T.A., Tambyraj, S.R., Justice, L.M. (2021). Quarterly Development and validation of the Systematic Assessment of Book Reading (SABR-2.2). Early Childhood Research Quarterly, 55, 201-213. https://doi.org/10.1016/j.ecresq.2020.11.007
Read K., Furay E., & Zylstra D. (2019). Using strategic pauses during shared reading with preschoolers: Time for prediction is better than time for reflection when learning new words. First Language, 39(5), 508–526. https://doi.org/10.1177/0142723719846583
Read, K., Rabinowitz, S., & Harrison, H. (2023). It’s the talk that counts: A review of how the extra-textual talk of caregivers during shared book reading with young children has been categorized and measured. Journal of Early Childhood Literacy, https://doi.org/10.1177/14687984231202968
Sutton M. M., Sofka A. E., Bojczyk K. E., & Curenton S. T. (2007). Assessing the quality of storybook reading. In Pence K. L. (Ed.), Assessment in emergent literacy (pp. 227–272). Plural Publishing.
Şimşek, Z. C., & Işıkoğlu Erdoğan, N. (2021). Comparing the effects of different book reading techniques on young children’s language development. Reading and Writing, 34(4), 817-839. https://doi.org/10.1007/s11145-020-10091-9
Tepetaş Cengiz, G. Ş. (2015). An investigation of the relationship between preschool teacher’s picture story books reading activities and children’s language development [Doctoral dissertation, Hacettepe University]. Ankara.
Tompkins, V., Bengochea, A., Nicol, S., & Justice, L. M. (2017). Maternal inferential input and children's language skills. Reading Research Quarterly, 52(4), 397-416. https://doi.org/10.1002/rrq.176
Topbaş, S., & Güven, S. (2009). TELD-3: T test of early language development: Turkish. Detay Yayıncılık.
Uscianowski, C., Almeda, M. V., & Ginsburg, H. P. (2020). Differences in the complexity of math and literacy questions parents pose during storybook reading. Early Childhood Research Quarterly, 50, 40-50. https://doi.org/10.1016/j.ecresq.2018.07.003
Van der Wilt, F., Boerma, I., Van Oers, B., & Van der Veen, C. (2019). The effect of three interactive reading approaches on language ability: an exploratory study in early childhood education. European Early Childhood Education Research Journal, 27(4), 566-580. https://doi.org/10.1080/1350293X.2019.1634242
Vanparys, S., Decraene, E., & Van Keer, H. (2024). Read with me, I will learn words: Effects of an interactive book reading intervention on first graders’ expressive target vocabulary. Early Childhood Education Journal, 1-12. https://doi.org/10.1007/s10643-023-01613-5
Wasik, B. A., & Bond, M. A. (2001). Beyond the pages of a book: Interactive book reading and language development in preschool classrooms. Journal of Educational Psychology, 93(2), 243–250. https://doi.org/10.1037/0022-0663.93.2.243
Wasik, B. A., Bond, M. A., & Hindman, A. (2006). The effects of a language and literacy intervention on Head Start children and teachers. Journal of Educational Psychology, 98, 63–74. https://doi.org/10.1037/0022-0663.98.1.63.
Wasik, B. A., Hindman, A. H., & Snell, E. K. (2016). Book reading and vocabulary development: A systematic review. Early Childhood Research Quarterly, 37, 39–57. https://doi.org/10.1016/j.ecresq.2016.04.00
Whitehurst, G. J., & Lonigan, C. J. (1998). Child development and emergent literacy. Child Development, 69, 848-872. https://doi.org/10.1111/j.1467-8624.1998.tb06247.x
Zevenbergen A. A., Whitehurst G. J., & Zevenbergen J. A. (2003). Effects of a shared-reading intervention on the inclusion of evaluative devices in narratives of children from low-income families. Journal of Applied Developmental Psychology, 24(1), 1–15. https://doi.org/10.1016/S0193-3973(03)00021-2
Zucker, T. A., Justice, L. M., Piasta, S. B., & Kaderavek, J. N. (2010). Preschool teachers’ literal and inferential questions and children’s responses during whole-class shared reading. Early Childhood Research Quarterly, 25(1), 65–83. https://doi.org/10.1016/j.ecresq.2009.07.001
Zucker, T. A., Cabell, S. Q., Justice, L. M., Pentimonti, J. M., & Kaderavek, J. N. (2013). The role of frequent, interactive prekindergarten shared reading in the longitudinal development of language and literacy skills. Developmental Psychology, 49(8), 1425–1439. https://doi.org/10.1037/a0030347
Zucker, T. A., Bowles, R., Pentimonti, J., & Tambyraja, S. (2021). Profiles of teacher & child talk during early childhood classroom shared book reading. Early Childhood Research Quarterly, 56, 27-40. https://doi.org/10.1016/j.ecresq.2021.02.006

Ayrıntılar

Birincil Dil

İngilizce

Konular

Okul Öncesi Eğitim

Bölüm

Araştırma Makalesi

Yazarlar

Sema Soydan
0000-0003-0232-3818
Türkiye

Aysel Korkmaz ^*
0000-0003-1216-0397
Türkiye

Hümeyra Nur Şen
0000-0001-7398-1979
Türkiye

Ulya Tekbaş
0000-0002-2729-2459
Türkiye

Erken Görünüm Tarihi

28 Eylül 2025

Yayımlanma Tarihi

29 Eylül 2025

Gönderilme Tarihi

10 Kasım 2024

Kabul Tarihi

4 Haziran 2025

Yayımlandığı Sayı

Yıl 2025 Cilt: 14 Sayı: 3

DOI

https://doi.org/10.30703/cije.1582528

IZ

https://izlik.org/JA87CH85UL

Kaynak Göster

RIS / Bibtex

APA

Soydan, S., Korkmaz, A., Şen, H. N., & Tekbaş, U. (2025). The Impact of Preschool Teachers’ Extratextual Talk Profiles on Children’s Language Development during Interactive Book Reading. Cumhuriyet Uluslararası Eğitim Dergisi, 14(3), 717-729. https://doi.org/10.30703/cije.1582528