Yazar "Ergul, Cevriye" seçeneğine göre listele

Listeleniyor 1 - 2 / 2
  • Küçük Resim
    Öğe
    Dialogic Reading: An Effective Method to Improve Language and Early Literacy Skills
    (Ankara Univ, Fac Educational Sciences, 2016) Ergul, Cevriye; Sarica, Ayse Dolunay; Akoglu, Gozde
    Early literacy includes prerequisite knowledge, skills, and attitudes that children should acquire in relation to reading and writing prior to primary education. Several studies have shown effectiveness of early literacy skills on later reading and writing skills and academic achievement. Results reveal that early literacy skills that have been found to have an impact on short-and long-term school success need to be supported in early childhood. Adult-child joint reading activity is one of the most commonly used methods of intervention in promoting early literacy skills. There are many studies demonstrating that adult child joint reading activities, particularly those in which adults display instructive behaviors are highly effective on children's language development. Dialogic Reading (DR) is one technique that differs from traditional adult-child shared book reading in that during DR, the adult takes the role of an active listener, gives the child opportunities to talk by asking questions, defines unknown words and repeats and extends child's verbal responses during reading. Numerous studies show DR's significant effects on preschoolers' language, early literacy skills and reading attitudes as well as future academic performance. The aim of this paper was to introduce DR as an effective shared book reading method.
  • Küçük Resim
    Öğe
    The Home Literacy Environments of Turkish Kindergarteners: Does SES Make a Difference?
    (Eskisehir Osmangazi Univ, Fac Education, 2017) Ergul, Cevriye; Sarica, Ayse Dolunay; Akoglu, Gozde; Karaman, Gokce
    This study investigated the possible differences in the home literacy environments (HLE) among Turkish kindergarteners from three different SES (socio-economic) strata. 341 parents of a total of 341 kindergarteners from 24 kindergarten classrooms in low, middle and high SES neighbourhoods across Ankara completed the Socio-Demographics Form and the Home Literacy Questionnaire (HLQ). Results of MANOVA and the Kruskal-Wallis test revealed significant differences among the three SES levels, with high SES scoring significantly higher than the middle and low SES and the middle SES scoring significantly higher than the low SES in all HLQ subscales. These findings imply that low and partly middle SES kindergarteners may be at a disadvantage for quality HLEs and so we educators have to look for ways to support these families. However results also point that all three groups fell within the "moderate HLE" range which shows that Turkish kindergarteners from all SES strata may need to be supported through systematic interventions.