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İlkokulda peritextual okumadan metinler arası okumaya resimli hikâye kitabı okuma süreci

From peritextual reading to intertextual reading in elementary school: Reading picturebooks

Journal Name:

  • Uluslararası İnsan Bilimleri Dergisi

Publication Year:

  • 2013

Key Words:

Keywords (Original Language):

Author NameUniversity of AuthorFaculty of Author
Abstract (2. Language): 
Recent studies have shown that reading aloud for children strongly affects their all literacy skills. Illustrated story books have an important role in this process. Even though the main feature of picturebooks is that they are being short and including little writings, the relationships between them are the most important one. Another important thing is these books’ peritextual characteristics as well. Taking advantage of these characteristics of picturebooks, it is possible that develop highlevel reading skills at children starting from early ages as well. In order to have a rich reading experience, readers need to integrate and interpret the knowledge among pictures, writings and peritextual features. In the study, in this context, attention was drawn to using of illustrated child picturebooks in teaching process, and put emphasis on how construct reading process from low-level skills (literal) to high-level skills (intertextual and critical reading) through illustrated child picturebooks and also how can improve children’s literacy skills with reference to literature.
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Abstract (Original Language): 
Araştırmalar çocuklara kitap okumanın, onların tüm okuryazarlık becerileri üzerinde güçlü bir etkisinin olduğu göstermektedir. Bu süreçte resimli hikâye kitaplarının önemli bir yeri bulunmaktadır. Resimli kitapların temel özelliği, kısa olmaları ve az sayıda yazı içermeleri olsa da asıl önemli olan bunlar arasındaki ilişkidir. Resimler ve kelimeler arasındaki ilişki kadar bir diğer önemli husus da bu kitapların peritextual özellikleridir. Resimli kitapların tüm bu özelliklerinden faydalanarak çocuklarda hem de küçük yaşlardan itibaren üst düzey okuma becerilerini geliştirmek mümkündür. Okuyucular zengin bir okuma deneyimine sahip olmak için peritextual özellikler, resimler ve yazılar arasındaki bilgiyi bütünleştirmek ve yorumlamak zorundadır. Çalışmada bu kapsamda, resimli çocuk kitaplarının öğretim sürecinde kullanımına dikkat çekilmiş, literatür bilgilerinden hareketle resimli çocuk kitapları aracılığıyla düşük düzey becerilerden üst düzey becerilere (metinler arası ve eleştirel okuma), okuma sürecinin nasıl yapılandırılabileceği ve çocukların okuryazarlık becerilerinin nasıl geliştirilebileceği üzerinde durulmuştur.
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1567-1585
  • Turkish

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