Diyaloğa Dayalı Okumanın 48-60 Aylık Çocukların Dil Gelişimine Etkisi

Akoğlu, G., Ergül, C., ve Duman, Y. (2014). Etkileşimli kitap okuma: Korunmaya muhtaç çocukların
alıcı ve ifade edici dil becerilerine etkileri. İlköğretim Online, 13(2), 622-639.
Anderson, J., Anderson, A., & Shapiro, J. (1999–2002). The emergence and mediation of multiple
literacies in young children from diverse backgrounds (410-99-0200). Social Sciences and Humanities
Research Council of Canada.
Aram, D., Fine, Y., & Ziv, M. (2013). Enhancing parent–child shared book reading interactions:
Promoting references to the book’s plot and socio-cognitive themes. Early Childhood Research
Quarterly, 28(1), 111-122.
Bay, N., ve Alisinanoğlu, F. (2012). Soru sorma becerisi öğretiminin okul öncesi öğretmenlerinin
sorularinin yapisi üzerindeki etkisi. Kuramsal Eğitim Bilim Dergisi, 6(1), 1-39.
Berk, L.E. (2013). Bebekler ve çocuklar: Doğum öncesinden orta çocukluğa (Çev. N. Işıkoğlu Erdoğan).
Ankara: Nobel.
Berthelsen, D., Fielding-Barnsley, R., Sim, S. S., Nicholson, J. M. and Walker, S. (2013). A shared
reading intervention with parents to enhance young children’s early literacy skills. Early Child
Development and Care, (ahead-of-print), 1-19.
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.
Brock, A. & Rankin, C. (2008). Communication, language and literacy form birth to five. London: Sage.
Diyaloğa Dayalı Okumanın 48-60 Aylık Çocukların Dil Gelişimine Etkisi.. 13
March 2017 Vol:25 No:2 Kastamonu Education Journal
Büyüköztürk, S., Kiliç Çakmak, E., Akgün, O. E., Karadeniz, S., & Demirel, F. (2009). Bilimsel
araştirma yöntemleri. Ankara: Pegem Akademi.
Chow, B. W. Y., McBride-Chang, C., Cheung, H., & Chow, C. S. L. (2008). Dialogic reading and
morphology training in Chinese children: effects on language and literacy. Developmental
Psychology, 44(1), 233.
Dickinson, D. K., & McCabe, A. (2001). Bringing it all together: The multiple origins, skills, and environmental
supports of early literacy. Learning Disabilities Research and Practice, 16(4), 186-202.
Elmonayer, R.A. (2013). Promoting phonological awareness skills of Egyptian kindergarteners
through dialogic reading. Early Child Development and Care, 2013 Vol. 183,
No. 9, 1229–1241.
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.
Gönen, M., Ünüvar, P., Bıçakçı, M., Koçyiğit, S., Yazıcı, Z., Orçan, M., Aslan, D., Güven,
G., ve Özyürek, A. (2010). Okul öncesi eğitim öğretmenlerinin dil etkinliklerini uygulama
biçimlerinin incelenmesi. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi
Dergisi,10 (19), 23-40.
Hargrave, A. C., & Sénéchal, 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.
Karrass, J., & Braungart-Rieker, J. M. (2005). Effects of shared parent–infant book reading
on early language acquisition. Journal of Applied Developmental Psychology,
26(2), 133-148.
Kotaman, H. (2008). Impacts of dialogical storybook reading on young children’s reading
attitudes and vocabulary development. Reading Improvement, 45(2), 55–61.
Lonigan, C. J., Purpura, D. J., Wilson, S. B., Walker, P. M., & Clancy-Menchetti, J. (2013).
Evaluating the components of an emergent literacy intervention for preschool children at
risk for reading difficulties. Journal of Experimental Child Psychology, 114(1), 111-130.
Maul, C. A., & Ambler, K. L. (2014). Embedding Language Therapy in Dialogic Reading
to Teach Morphologic Structures to Children With Language Disorders. Communication
Disorders Quarterly, 1525740114525657.
Oktay, A., ve Bilgin-Aydın, H. (2002). Marmara gelişim ölçeğinin geliştirilmesi (3-6 yaş
dönemi çocukları için). Erken Çocukluk Gelişimi ve Eğitimi Sempozyumu Bildiriler
Kitabı (pp. 64-69), Kök Yayıncılık, Ankara.
Opel, A., Ameer, S. S., & Aboud, F. E. (2009). The effect of preschool dialogic reading
on vocabulary among rural Bangladeshi children. International Journal of Educational
Research, 48(1), 12-20.
Öner, N. (2008). Türkiye›de Kullanılan Psikolojik Testler Bir Başvuru Kaynağı (İkinci Basım).
İstanbul: Boğaziçi Yayınları.
14 Gamzegül TETİK, Nesrin IŞIKOĞLU ERDOĞAN...
Mart 2017 Cilt:25 No:2 Kastamonu Eğitim Dergisi
Pillinger, C., & Wood, C. (2014). Pilot study evaluating the impact of dialogic reading
and shared reading at transition to primary school: early literacy skills and parental
attitudes. Literacy, 48(3), 155-163.
Ping, M.T. (2014). Group interactions in dialogic book reading activities a language learning
context in preschool. Learning, Culture and Social Interaction, 3, 1146-158.
Reese, E., Leyva, D., Sparks, A., & Grolnick, W. (2010). Maternal elaborative reminiscing
increases low-income children’s narrative skills relative to dialogic reading. Early
Education and Development, 21(3), 318-342.
Sim, S., Berthelsen, D. (2014). Shared book reading by parents with young children: evidence-
based practice. Australasian Journal of Early Childhood, 39 (1).
Şimsek, Z. C., & Işıkoğlu Erdogan, N. (2015). Effects of the dialogic and traditional reading techniques
on children›s language development. Procedia-Social and Behavioral Sciences, 197, 754-758
Sutton, M. M.,Sofka, A. E., Bojczyk, K. E., and Curenton, S. M. (2007). Assessing the quality
of storybook reading. (edt. Khara L. Pence). Assessment in Emergent Literacy,
CA: Plural Publishing.
Trivette, C. M., & Dunst, C. J. (2007). Relative effectiveness of dialogic, interactive, and shared
reading interventions. CELL Reviews: Center for Early Literacy Learning, 1(2), 1-12.
Tanju, E. H.(2010). Çocuklarda kitap okuma alışkanlığına genel bir bakış. Aile ve Toplum,
3, 30-39.558.
Walsh, B. A., & Blewitt, P. (2006). The effect of questioning style during storybook reading
on novel vocabulary acquisition of preschoolers. Early childhood education journal,
33(4), 273-278.
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. Whitehurst, G. J., Arnold, D. S., Epstein, J. N., Angell, A. L., Smith,
M., &Fischel, J. E. (1994). A Picture book reading intervention in day care and home
for children from low – income families. Developmental Psychology, 30, 679–689.
Whitehurst, G. J.,Falco, F., Lonigan, C. J., Fischel, J. E., DeBaryshe, B. D., Valdez-Menchaca,
M.C. & Caulfield, M. (1988). Accelerating language development through picture-
book reading. Developmental Psychology, 24, 552-
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(1), 63.
Zevenbergen, A. A. & Whitehurst, G. J. (2003). Dialogic reading: A shared book reading
intervention for preschoolers. On reading books to children: Parents and teachers.
(eds) Anne van Kleeck, Steven A. Stahl, & Eurydice B. Bauer London: Lawrance
Erlbaum.
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. Applied Developmental Psychology, 24, 1–15.