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

Yıl 2019, Cilt: 8 Sayı: 3, 712 - 734, 23.09.2019

Asli Gerek , Halise Pelin Karasu , Ümit Girgin

Öz

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.

Anahtar Kelimeler

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

Kaynakça

  • 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.
  • Richgels, D.J. (2002). Informational texts in kindergarten. The Reading Teacher, 55(6), 586-595.
  • 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.
  • Schickedanz, J.A., and Collins, M.F. (2012). For young children, pictures in storybooks are rarely worth a thousand words. The Reading Teacher, 65(8), 539-549.
  • Schirmer, B.R. (2000). Language and literacy development in children who are deaf. (2nd Ed.). Boston: Allyn and Bacon, Inc.
  • Shine, S., and, Roser, N.L. (1999). The role of genre in preschoolers’response to picture books. Research in the Teaching of English, 34(2), 197-254.
  • Sierschynski, J., Louie, B., and Pughe, B. (2014). Complexity in Picture books. The Reading Teachers, 68(4), 287-295.
  • Sullivan, S. and Oakhill, J. (2015). Components of story comprehension and strategies to support them in hearing and deaf or hard of hearing readers. Top Lang Disorders, 35(2), 133-143.
  • Sullivan-Palincsar, A., and Duke, N.K. (2004). The role of text and text‐reader interactions in young children’s reading development and achievement. The Elementary School Journal, 105(2), 183-197.
  • Toe, D.M. and Paatsch, L.E. (2010). The communication skills used by deaf children and their hearing peers in a question-and-answer game context. Journal of Deaf Studies and Deaf Education, 15(3), 228-241.
  • Tompkins, G.E. (2014). Literacy for the 21th century a balanced approach. (6th Edition). USA: Pearson.
  • Towson, J. and Gallagher, P.A. (2016). Shared interactive reading for young children with disabilities: A review of literature with implications for future research. Başkent University Journal of Education, 3(1), 72-85.
  • Vermeulen, A.M., van Bon, W., Schreuder, R., Knoors, H. and Snik, A. (2007). Reading comprehension of deaf children with cochlear implants. Journal of Deaf Studies and Deaf Education, 12(3), 283-302.
  • Veziroğlu, M. ve Gönen, M. (2012). Resimli çocuk kitaplarının m.e.b. okulöncesi eğitim programı’ndaki kazanımlara uygunluğunun incelenmesi. Eğitim ve Bilim, 37(163), 226-238.
  • Werfel, K.L., Lund, E. and Schuele, M. (2015). Print knowledge of preschool children with hearing loss. Communication Disorders Quarterly, 36(2), 107-111.
  • Williams, C. (2004). Emergent literacy of deaf children. Journal of Deaf Studies and Deaf Education, 9(4), 352-365.
  • Yaşar-Ekici, F., Turhan, Ş., Yılmaz, T., Kabaca, İ., Poyraz, Z.K. ve Numanoğlu, Y. (2016). Analizing preschool story books published between the years of 2005-2015 in turkey in terms of conceptual, developmental and formal features. Eurasian Academy of Sciences Eurasian Education & Literature Journal, 6, 9-23.
  • Yıldız, C., Yazıcı, D.N. ve Durmuşoğlu, M.C. (2016). 2010-2015Yılları Arasında yayımlanmış resimli çocuk kitaplarının resimleme özelliklerinin incelenmesi. Uluslararası Erken Çocukluk Eğitimi Dergisi, 1(1), 43-55.
  • Zevenbergen, A.A. and Whitehurst, G.J. (2003). Dialogic reading: A shared Picture book reading intervention for preschoolers. A. van Kleeck, S.A. Stahl, and E.B. Bauer (Eds.), Center for Improvement of Early Reading Achievement, CIERA. On reading books to children: Parents and teachers in (s. 177-200). Mahwah, NJ: Lawrence Erlbaum Associates.

Examination of the Preparation Process of Storybook Series Used in Shared Reading with Children with Hearing Loss

Yıl 2019, Cilt: 8 Sayı: 3, 712 - 734, 23.09.2019

Asli Gerek , Halise Pelin Karasu , Ümit Girgin

Öz

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.

Anahtar Kelimeler

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

Kaynakça

  • 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.
  • Richgels, D.J. (2002). Informational texts in kindergarten. The Reading Teacher, 55(6), 586-595.
  • 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.
  • Schickedanz, J.A., and Collins, M.F. (2012). For young children, pictures in storybooks are rarely worth a thousand words. The Reading Teacher, 65(8), 539-549.
  • Schirmer, B.R. (2000). Language and literacy development in children who are deaf. (2nd Ed.). Boston: Allyn and Bacon, Inc.
  • Shine, S., and, Roser, N.L. (1999). The role of genre in preschoolers’response to picture books. Research in the Teaching of English, 34(2), 197-254.
  • Sierschynski, J., Louie, B., and Pughe, B. (2014). Complexity in Picture books. The Reading Teachers, 68(4), 287-295.
  • Sullivan, S. and Oakhill, J. (2015). Components of story comprehension and strategies to support them in hearing and deaf or hard of hearing readers. Top Lang Disorders, 35(2), 133-143.
  • Sullivan-Palincsar, A., and Duke, N.K. (2004). The role of text and text‐reader interactions in young children’s reading development and achievement. The Elementary School Journal, 105(2), 183-197.
  • Toe, D.M. and Paatsch, L.E. (2010). The communication skills used by deaf children and their hearing peers in a question-and-answer game context. Journal of Deaf Studies and Deaf Education, 15(3), 228-241.
  • Tompkins, G.E. (2014). Literacy for the 21th century a balanced approach. (6th Edition). USA: Pearson.
  • Towson, J. and Gallagher, P.A. (2016). Shared interactive reading for young children with disabilities: A review of literature with implications for future research. Başkent University Journal of Education, 3(1), 72-85.
  • Vermeulen, A.M., van Bon, W., Schreuder, R., Knoors, H. and Snik, A. (2007). Reading comprehension of deaf children with cochlear implants. Journal of Deaf Studies and Deaf Education, 12(3), 283-302.
  • Veziroğlu, M. ve Gönen, M. (2012). Resimli çocuk kitaplarının m.e.b. okulöncesi eğitim programı’ndaki kazanımlara uygunluğunun incelenmesi. Eğitim ve Bilim, 37(163), 226-238.
  • Werfel, K.L., Lund, E. and Schuele, M. (2015). Print knowledge of preschool children with hearing loss. Communication Disorders Quarterly, 36(2), 107-111.
  • Williams, C. (2004). Emergent literacy of deaf children. Journal of Deaf Studies and Deaf Education, 9(4), 352-365.
  • Yaşar-Ekici, F., Turhan, Ş., Yılmaz, T., Kabaca, İ., Poyraz, Z.K. ve Numanoğlu, Y. (2016). Analizing preschool story books published between the years of 2005-2015 in turkey in terms of conceptual, developmental and formal features. Eurasian Academy of Sciences Eurasian Education & Literature Journal, 6, 9-23.
  • Yıldız, C., Yazıcı, D.N. ve Durmuşoğlu, M.C. (2016). 2010-2015Yılları Arasında yayımlanmış resimli çocuk kitaplarının resimleme özelliklerinin incelenmesi. Uluslararası Erken Çocukluk Eğitimi Dergisi, 1(1), 43-55.
  • Zevenbergen, A.A. and Whitehurst, G.J. (2003). Dialogic reading: A shared Picture book reading intervention for preschoolers. A. van Kleeck, S.A. Stahl, and E.B. Bauer (Eds.), Center for Improvement of Early Reading Achievement, CIERA. On reading books to children: Parents and teachers in (s. 177-200). Mahwah, NJ: Lawrence Erlbaum Associates.
Toplam 62 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Araştırma Makalesi
Yazarlar

Asli Gerek

Halise Pelin Karasu

Ümit Girgin

Yayımlanma Tarihi 23 Eylül 2019
Yayımlandığı Sayı Yıl 2019Cilt: 8 Sayı: 3

Kaynak Göster

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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e-ISSN: 2147-1606

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