Author/Authors :
ERGÜL, Cevriye Ankara Üniversitesi - Eğitim Bilimleri Fakültesi, Turkey , AKOĞLU, Gözde Kırıkkale University, Turkey , SARICA, A. Dolunay Dokuz Eylül Üniversitesi, Turkey , TUFAN, Mümin Gazi Üniversitesi, Turkey , KARAMAN, Gökçe Ankara Üniversitesi - Eğitim Bilimleri Fakültesi, Turkey
Abstract :
Numerous studies have shown the strong association between children’s language and early literacy development and the qualitative and the quantitative features of shared book reading activities in early childhood education programs. Dialogic reading activities are also known to be more effective on child developmental gains compared to traditional reading approaches. However, no studies to date have tempted to describe the classroom reading activities in Turkish kindergartens. In order to enlighten this issue, the aim of this study was to investigate the shared reading activities in kindergarten classrooms in the context of dialogic reading approach. The reading activities conducted in schools from low, middle and high socio-economic status (SES) neighborhoods were observed via the “Dialogic Reading Behaviors Checklist”. Results obtained across six classrooms (2 in low, 2 in middle and 2 in high SES school districts) revealed important qualitative and quantitative differences in the reading behaviors of teachers compared to the dialogic reading strategies. Findings were discussed in light of related literature together with several implications for practice.
NaturalLanguageKeyword :
Early childhood education , shared reading activities , dialogic reading , language and early literacy skills
