İlkokul Öğrencilerinin Bilgi Verici Resimli Çocuk Kitaplarına Yönelik Tepkileri (Elementary School Students' Responses to Informative Picture Books)
Keywords:
Reader response theory, informative texts, elementary school students, picture booksAbstract
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.
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