İlkokul Öğrencilerinin Bilgi Verici Resimli Çocuk Kitaplarına Yönelik Tepkileri (Elementary School Students' Responses to Informative Picture Books)

Authors

  • Ayşe Dilek YEKELER
  • Mustafa ULUSOY

Keywords:

Reader response theory, informative texts, elementary school students, picture books

Abstract

Reading is a meaning-making process that occurs between writers, readers, and texts. In this process, the interaction between the text and the reader is based on the reader's prior knowledge, experience, and interests. Students' responses to texts can reveal important information about their level of knowledge, thinking skills, cognitive and social development for the educators and book authors. Narrative and informative texts found both in textbooks and trade books should be meaningful for students and should be written and illustrated in a style that gives them a joy of reading. The aim of this study is to investigate fourth graders’ responses towards informative picture books. The research was designed as a case study and 105 elementary school students were selected as the study group by using the purposeful sampling method. As a means of collecting data in the research, the prompts and 5N 1K questions were used to receive students' oral-written responses and to assess their comprehension levels. In the data collection process, firstly informative books were shared with the students, and then students were asked to answer the questions about the books. Their answers were analyzed descriptively. The results revealed that students' responses to the books were more reader-centered.

References

Akyol, H., Yıldırım, K., Ateş, S. ve Çetinkaya, Ç. (2013). Anlamaya yönelik nasıl sorular soruyoruz? Mersin Üniversitesi Eğitim Fakültesi Dergisi, 9(1).41-56.

Aylanç, M. (2012). Türkçe öğretmeni adaylarının özel öğretim yöntemleri dersi uygulamalarında karşılaştıkları sorunlar: bilgilendirici ve öğretici metinler örneği. Selçuk Üniversitesi Türkiyat Araştırmaları Dergisi, 1(31), 333-350.

Beach, R. (1993). A Teacher's introduction to reader-response theories. NCTE Teacher's Introduction Series. National Council of Teachers of English, 1111 W. Kenyon Road, Urbana, IL 61801-1096. 1-25.

Chase, N. D. ve Hynd, C. R. (1987). Reader response: An alternative way to teach students to think about text. Journal of Reading, 30(6), 530-540.

Connell, J. (1996). Assessing the influence of Dewey's epistemology on Rosenblatt's reader response theory. Educational Theory, 46(4), 395-413.

Dedeoğlu, H., ve Ulusoy, M. (2013). Sınıf öğretmeni adaylarının okuma tutumları. Okuma Yazma Eğitimi Araştırmaları, 1(2), 80-88.

Dedeoğlu, H., Ulusoy, M., ve Alıcı, M. (2013). Çocuklar için hazırlanmış biyografik eserler üzerine bir içerik analizi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 28(2), 116- 131.

Dias, P. (1990). Literary reading and classroom constraints: aligning practice with theory. Center for the Learning and Teaching of Literature, Albany, New York, Report Series 5(2), 1-25.

Hancock, M. R. (2008). A celebration of literature and response: children, books, and teachers in K-8 classrooms (3rd. ed.). Upper Saddle River, New Jersey: Pearson.

Heller, M. F. (2006). Telling stories and talking facts: first graders' engagements in a nonfiction book club. The Reading Teacher, 60(4), 358-369.

Huck, C. S., Kiefer, B. Z., Hepler, S. ve Hickman, J. (2004). Children’s literature in the elementary school (8th ed.). NY: Mc Graw Hill.

Kelly, P. ve Farnan, N. (1989). Effects of a reader response approach on students’ ways of thinking about text. Conference Report at the Annual Meeting of the National Reading Conference, 1-14.

Lehman, B. A., ve Scharer, P. L. (1995). Teachers' perspectives on response comparisons when children and adults read children's literature. Literacy Research and Instruction, 35(2), 142-152.

Molinelli, P. M. (1995). The significance of stance: an invitation to aesthetic response. Publication Type: Opinion Papers; Speeches/Meeting Papers. 1-41. 10 Nisan 2017 tarihinde http://files.eric.ed.gov/fulltext/ED404615.pdf sayfasından erişilmiştir.

McKay, J. (2006). Intertextuality and social construction of meaning. Unpublished doctoral dissertation, University Oklahoma, Oklahoma.

Paker, T. (2015). Durum çalışması. F.N. Seggie ve Y. Bayyurt (Edt.) Nitel araştırma yöntem, teknik, analiz ve yaklaşımları içinde (s. 119-135). Ankara: Anı.

Rosenblatt, L. M. (1994). The reader, the text, the poem: The transactional theory of the literary work. Carbondale: Southern Illinois University Press.

Rosenblatt, L. M. (1988). Writing and reading: the transactional theory. Center for the Study of Reading, Technical Report, New York University No: 416, 1-20.

Trousdale, A. M., ve McMillan, S. (2003). Cinderella was a wuss: A young girl's responses to feminist and patriarchal folktales. Children's Literature in Education, 34(1), 1-28.

Şahin, G. (2014). Okul öncesi dönem çocuk kitaplarında görsel bir uyaran olarak resim.Electronic Turkish Studies, 9(3), 1309-1324.

Ulusoy, M. (2016). Resimli çocuk kitapları ve okur-tepki teorisi. İlköğretim Online, 15(2), 487- 497.

Yıldırım, A. ve Şimşek, H. (2011). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara:Seçkin Yayıncılık.

Wollman-Bonilla, J. ve Werchadlo, B. (1995). Literature response journals in a first-grade classroom. Language Arts, 72, 562-570.

Published

2017-08-30

How to Cite

YEKELER, A. D., & ULUSOY, M. (2017). İlkokul Öğrencilerinin Bilgi Verici Resimli Çocuk Kitaplarına Yönelik Tepkileri (Elementary School Students’ Responses to Informative Picture Books). Journal of Anatolian Cultural Research (JANCR), 1(2), 20–39. Retrieved from https://ankad.org/index.php/ankad/article/view/15

Similar Articles

<< < 1 2 3 4 5 6 7 8 > >> 

You may also start an advanced similarity search for this article.