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

Yıl 2025, Cilt: 14 Sayı: 3, 717 - 729, 29.09.2025

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

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

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

Metin dışı konuşma profilleri etkileşimli kitap okuma dil gelişimi erken çocukluk eğitimi okul öncesi öğretmenleri

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

Yıl 2025, Cilt: 14 Sayı: 3, 717 - 729, 29.09.2025

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

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

Öz

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).

Anahtar Kelimeler

Extratextual talk profiles interactive book reading language development early childhood education preschool teachers

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
Toplam 60 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Okul Öncesi Eğitim
Bölüm Araştırma Makalesi
Yazarlar

Sema Soydan 0000-0003-0232-3818

Aysel Korkmaz 0000-0003-1216-0397

Hümeyra Nur Şen 0000-0001-7398-1979

Ulya Tekbaş 0000-0002-2729-2459

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

Kaynak Göster

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
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