Çocukların Okuma Haklarını Güçlendiren Bir Yaklaşım: Etkileşimli Okuma

Abraham, R. G. (1985). Field independence /dependence and the teaching of grammar. TESOl Quarterly, 19, 689-702.

Alexander, P. A. & Fox, E. (2013). Historical perspective on reading research and practice, redux. In D. E. Alvermann, N.J. Unrau, & R.B. Ruddell (Eds.), Theoretical models and processes of reading. (6th ed, pp.3-46). Newark, DE: International Reading Association.

Altwerger, A., Diehl-Faxon, J., & Dockstader-Anderson, K. (1985). Read-aloud events as meaning construction. Language Arts,62, 476–484.

Alverman, D. E. Unrau, N. J. & Rudell, R. B. (2013). Models of reading and writing process. In D.E, Alverman, N.J. Urau, & R.B Ruddell, (Eds), Theoretical models and processes of reading. (6th ed, pp.3-46). Newark, DE: International Reading Association.

Amadi, E. A. (2019). Bottom-up theory and phonics instruction: Implications for beginning reading. European Journal of Applied Linguistics Studies, 1(2).

Anayasa (2024, 10. 12). Mevzuat. https://www.anayasa.gov.tr/tr/mevzuat/anayasa/#:~:text=MADDE%2042%2D%20Kimse%2C%20e%C4%9Fitim%20ve,g%C3%B6zetim%20ve%20denetimi%20alt%C4%B1nda%20yap%C4%B1l%C4%B1r.

Barak, M., & Lefstein, A. (2022). Opening texts for discussion: Developing dialogic reading stances. Reading Research Quarterly, 57(2), 449-468.

Barnett, M. (1988). Reading through context. Modern Language Journal, 72, 150- 159.

Barrentine, S. J. (1996). Engaging with reading through interactive read-alouds. The Reading Teacher, 50(1), 36–43. http://www.jstor.org/stable/20201705

Block, C., & Israel, S. (2005). Reading first and beyond: The complete guide for teachers and literacy coaches. Thousand Oaks, CA: Corwin Press.

Boerma, I., van der Wilt, F., Bouwer, R., van der Schoot, M., & van der Veen, C. (2021). Mind mapping during interactive book reading in early childhood classrooms: Does it support young children’s language competence? Early Education and Development, 1-17. https://doi.org/10.1080/10409289.2021.1929686

Carrell, P. L. (1988). Interactive approaches to second language reading. Cambridge University Press.

DeTemple, J., & C. E. Snow. (2003). Learning words from books. In A. van Kleeck, S. A. Stahl, & E. B. Bauer (Eds), On reading books to children: parents and teachers (pp.16–36). Mahwah, NJ: Erlbaum.

Donelson, K. (1972). The students' right to read. https://files.eric.ed.gov/fulltext/ED068990.pdf (Erişim: 1.10.2024).

Field, J. (2004). An insight into listeners’ problems: Too much bottom-up or too much top-down? System, 32, 363-367

Flood, J. (1977). Parental styles in reading episodes with young children. The Reading Teacher,30, 864–867.

Flynn K. S. (2011). Developing children’s oral language skills through dialogic reading: Guidelines for implementation. Teaching Exceptional Children, 44, 8–16.

Gee, J.P. (2001). Reading as situated language: A sociocognitive perspective. Journal of Adolescent & Adult Literacy , 44(8): 714-725.

Granville, S. (2001). Comprehension or comprehending? Using critical language awareness and interactive reading theory to teach learners to interact with texts. Southern African Linguistics and Applied Language Studies, 19(1–2), 13–21. https://doi.org/10.2989/16073610109486272

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.

Harvey, S., & Goudvis, A. (2000). Strategies that work teaching comprehension to enhance understanding. York, ME: Stenhouse Publishers.

Hemmeter M. L., Kaiser A. P. (1994). Enhanced milieu teaching effects of parent-implemented language intervention. Journal of Early Intervention, 18, 269–289.

Huennekens, M. E., & Xu, Y. (2015). Using dialogic reading to enhance emergent literacy skills of young dual language learners. Early Child Development and Care, 186 (September). https://doi.org/10.1080/03004430.2015.1031125

Hutton J. S., Horowitz-Kraus T., Mendelsohn A. L., DeWitt T., Holland S. K., & C-MIND Authorship Consortium. (2015). Home reading environment and brain activation in preschool children listening to stories. Pediatrics, 136(3), 466–478.

International Reading Association. (2000). Making a difference means making it different: Honoring children's rights to excellent reading instruction. Michigan Reading Journal, 32(2), 3, https://scholarworks.gvsu.edu/cgi/viewcontent.cgi?article=1794&context=mrj (Erişim tarihi: 04.08.2024)

Jones M.G. & Brader-Araje L. (2002). The impact of constructivism on education: Language, discourse, and meaning. American Communication Journal, 5(3), 1-10.

Kalb G. & Van Ours J. C. (2014). Reading to young children: A head-start in life? Economics of Education Review, 40, 1–24.

Khand, Z. (2004). Teaching reading skills: problems and suggestions. Journal of Research (Faculty of Languages and Islamic Studies), 5, 43-56.

Kosonen, P. (2019). Towards therapeutic reading: Part II: The interactive process of reading. Scriptum: Creative Writing Research Journal, 6 (1), 17-39. http://urn.fi/URN:NBN:fi:jyu-201903061754 (Erişim tarihi: 06.08.2024).

Lapp, D., & Flood, J. (2003). Exemplary reading instruction in urban elementary schools: How reading develops, how students learn, and teachers teach. In J. Flood & P. Anders (Eds.), The literacy development of students in urban schools: Research and policy.

Lennox, S. (2013). Interactive read-alouds-an avenue for enhancing children’s language for thinking and understanding: A review of recent research. Early Childhood Educ J 41, 381–389

Lestari, G. P., Kosasih, A., & Somad, M. A. (2023). The effectiveness of interactive reading models in improving early students language skills. International Journal of Learning, Teaching and Educational Research, 22(9), 280-295.

Lever, R., & Sénéchal, M. (2011). Discussing stories: On how a dialogic reading intervention improves kindergartners’ oral narrative construction. Journal of Experimental Child Psychology, 108(1), 1–24. https://doi.org/10.1016/j.jecp. 2010.07.002.

Liu, S., Zhang, X., Wang, P., Deng, Q., & Niu, B. (2007). Strategic reading instruction from an interactive approach. Asian Social Science, 3, 29-35.

Merga, M. K. (2017). Interactive reading opportunities beyond the early years: What educators need to consider. Australian Journal of Education, 61(3), 328-343.

Mohamed, H. A. (2019). Reading as an interactive process: collaborative and psycholinguistic interactions for reading literature in the EFL classroom. Research Journal of Language, Literature and Humanities, 6(3), 16-26.

Mol, S. E., A. G. Bus, & M. T. de Jong. 2009. Interactive book reading in early education: A tool to stimulate print knowledge as well as oral Language. Review of Educational Research 79 (2), 979–1007. doi: 10.3102/0034654309332561

Nuttall, C. (1996). Teaching reading skills in a foreign language. Oxford: Heineman.

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.

Paran, A. (1996). Reading in EFL: Facts and fictions. ELT Journal, 5(1), 25-34.

Pardede, P. (2008). A Review of Reading Theories and its Implications to the Teaching of Reading. Universitas Kristen: Indonesia. https://parlindunganpardede.wordpress.com/articles/language-teaching/a-review-on-reading-theories-and-its-implication-to-the-teaching-of-reading/

Pressley M., Harris K.R. and Marks M.B. (1992). But good strategy instructors are constructivists. Educational Psychology Review, 4(1), 3-31.

Pillinger, C., & Vardy, E. J. (2022). The story so far: A systematic review of the dialogic reading literature. Journal of Research in Reading, 45(4), 533-548.

Rumelhart, D. E. (1980). Schemata: the building blocks of cognition. In R. J. Spiro, B. C. Bruce, & W. E. Brewer (Eds.), Theoretical issues in reading comprehension (pp. 33-58). Erlbaum. https://doi.org/10.4324/9781315107493-4

Sénéchal, M., & LeFevre, J. (2002). Parental involvement in the development of children’s reading skill: A 5-year longitudinal study. Child Development, 73(2), 445–460. https://doi.org/10.1111/1467-8624.00417.

Sénéchal, M., & LeFevre, J. (2001). Storybook reading and parent teaching: Links to language and lit-eracy development. In P. Rebello Britto & J. Brooks-Gunn (Eds.), The role of family literacy environ-ments in promoting young children’s emerging literacy skills (pp. 53–71). New York: Jossey-Bass.

Spaull, N. & Hoadley, U. (2017). Getting reading right: Building firm foundations. Child Gauge. https://www.unicef.org/esa/sites/unicef.org.esa/files/2018-09/UNICEF-South-Africa-2017-Child-Gauge.pdf#page=79

Strickland, D., & Taylor, D. (1989). Family storybook reading: Implications for children, curriculum, and families. In D.S.Strickland & L.M. Morrow (Eds.), Emerging literacy: Young children learn to read and write (pp. 27–33). Newark, DE: International Reading Association.

Suraprajit, P. (2019). Bottom-up vs top-down model: The perception of reading strategies among Thai University students. Journal of Language Teaching and Research, 10(3), 454-460.

Teale, W.H., & Sulzby, E. (1987). Literacy acquisition in early childhood: The roles of access and mediation in story-book readings. In D.A. Wagner (Ed.), The future of literacy in a changing world, (pp. 131–150). Tarrytown, NY:Pergamon.

UNICEF (2024, 10.12). Çocuk Haklarına Dair Sözleşme. (https://www.unicef.org/turkiye/%C3%A7ocuk-haklar%C4%B1na-dair-s%C3%B6zle%C5%9Fme

Unrau, N. J. & Alverman, D.E. (2013). Literacies and their investigation through theories and models. In Donna E. Alvermann, Norman J. Unrau, Robert B. Ruddell (Eds.), Theoretical models and processes of reading. (pp.47-90). International Reading Association.

van der Wilt, F., Boerma, I., van Oers, B., & van der Veen, C. (2019). The effect of three interactive reading approaches on language ability: an exploratory study in early childhood education. European Early Childhood Education Research Journal, 27(4), 566–580. https://doi.org/10.1080/1350293X.2019.1634242

Williams, M. & Burden, R. (2004). Psychology for language teachers. Cambridge: Cambridge University Press., 1-252ISBN-10: 0521498805.

Whitehurst, G. J., Falco, F. L., 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(4), 552–559.https://doi.org/10.1037/0012-1649.24.4.552

Won-Lee, J. (2000). Reading models revisited: Are we going back to bottom-up models. English Teaching, 55(4), pp.191-211.

Wong, C. Y. (2020). The use of l1 in English reading lessons of Hong Kong Chinese-medium secondary schools. International Journal of Instruction, 13(2), 863-880.

Wright, T. S. (2019). Reading to learn from the start: The power of interactive read-alouds. American Educator, 42(4), 4-8.

Yu, X., & Zhang, L. (2022). Effectiveness of interactive reading mode based on multisensor information fusion in English teaching. Mobile Information Systems, 2022(1), 1-12. https://onlinelibrary.wiley.com/doi/epdf/10.1155/2022/7993728 (Erişim Tarihi: 09.08.2024).

Abraham, R. G. (1985). Field independence /dependence and the teaching of grammar. TESOl Quarterly, 19, 689-702.

Alexander, P. A. & Fox, E. (2013). Historical perspective on reading research and practice, redux. In D. E. Alvermann, N.J. Unrau, & R.B. Ruddell (Eds.), Theoretical models and processes of reading. (6th ed, pp.3-46). Newark, DE: International Reading Association.

Altwerger, A., Diehl-Faxon, J., & Dockstader-Anderson, K. (1985). Read-aloud events as meaning construction. Language Arts,62, 476–484.

Alverman, D. E. Unrau, N. J. & Rudell, R. B. (2013). Models of reading and writing process. In D.E, Alverman, N.J. Urau, & R.B Ruddell, (Eds), Theoretical models and processes of reading. (6th ed, pp.3-46). Newark, DE: International Reading Association.

Amadi, E. A. (2019). Bottom-up theory and phonics instruction: Implications for beginning reading. European Journal of Applied Linguistics Studies, 1(2).

Anayasa (2024, 10. 12). Mevzuat. https://www.anayasa.gov.tr/tr/mevzuat/anayasa/#:~:text=MADDE%2042%2D%20Kimse%2C%20e%C4%9Fitim%20ve,g%C3%B6zetim%20ve%20denetimi%20alt%C4%B1nda%20yap%C4%B1l%C4%B1r.

Barak, M., & Lefstein, A. (2022). Opening texts for discussion: Developing dialogic reading stances. Reading Research Quarterly, 57(2), 449-468.

Barnett, M. (1988). Reading through context. Modern Language Journal, 72, 150- 159.

Barrentine, S. J. (1996). Engaging with reading through interactive read-alouds. The Reading Teacher, 50(1), 36–43. http://www.jstor.org/stable/20201705

Block, C., & Israel, S. (2005). Reading first and beyond: The complete guide for teachers and literacy coaches. Thousand Oaks, CA: Corwin Press.

Boerma, I., van der Wilt, F., Bouwer, R., van der Schoot, M., & van der Veen, C. (2021). Mind mapping during interactive book reading in early childhood classrooms: Does it support young children’s language competence? Early Education and Development, 1-17. https://doi.org/10.1080/10409289.2021.1929686

Carrell, P. L. (1988). Interactive approaches to second language reading. Cambridge University Press.

DeTemple, J., & C. E. Snow. (2003). Learning words from books. In A. van Kleeck, S. A. Stahl, & E. B. Bauer (Eds), On reading books to children: parents and teachers (pp.16–36). Mahwah, NJ: Erlbaum.

Donelson, K. (1972). The students' right to read. https://files.eric.ed.gov/fulltext/ED068990.pdf (Erişim: 1.10.2024).

Field, J. (2004). An insight into listeners’ problems: Too much bottom-up or too much top-down? System, 32, 363-367

Flood, J. (1977). Parental styles in reading episodes with young children. The Reading Teacher,30, 864–867.

Flynn K. S. (2011). Developing children’s oral language skills through dialogic reading: Guidelines for implementation. Teaching Exceptional Children, 44, 8–16.

Gee, J.P. (2001). Reading as situated language: A sociocognitive perspective. Journal of Adolescent & Adult Literacy , 44(8): 714-725.

Granville, S. (2001). Comprehension or comprehending? Using critical language awareness and interactive reading theory to teach learners to interact with texts. Southern African Linguistics and Applied Language Studies, 19(1–2), 13–21. https://doi.org/10.2989/16073610109486272

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.

Harvey, S., & Goudvis, A. (2000). Strategies that work teaching comprehension to enhance understanding. York, ME: Stenhouse Publishers.

Hemmeter M. L., Kaiser A. P. (1994). Enhanced milieu teaching effects of parent-implemented language intervention. Journal of Early Intervention, 18, 269–289.

Huennekens, M. E., & Xu, Y. (2015). Using dialogic reading to enhance emergent literacy skills of young dual language learners. Early Child Development and Care, 186 (September). https://doi.org/10.1080/03004430.2015.1031125

Hutton J. S., Horowitz-Kraus T., Mendelsohn A. L., DeWitt T., Holland S. K., & C-MIND Authorship Consortium. (2015). Home reading environment and brain activation in preschool children listening to stories. Pediatrics, 136(3), 466–478.

International Reading Association. (2000). Making a difference means making it different: Honoring children's rights to excellent reading instruction. Michigan Reading Journal, 32(2), 3, https://scholarworks.gvsu.edu/cgi/viewcontent.cgi?article=1794&context=mrj (Erişim tarihi: 04.08.2024)

Jones M.G. & Brader-Araje L. (2002). The impact of constructivism on education: Language, discourse, and meaning. American Communication Journal, 5(3), 1-10.

Kalb G. & Van Ours J. C. (2014). Reading to young children: A head-start in life? Economics of Education Review, 40, 1–24.

Khand, Z. (2004). Teaching reading skills: problems and suggestions. Journal of Research (Faculty of Languages and Islamic Studies), 5, 43-56.

Kosonen, P. (2019). Towards therapeutic reading: Part II: The interactive process of reading. Scriptum: Creative Writing Research Journal, 6 (1), 17-39. http://urn.fi/URN:NBN:fi:jyu-201903061754 (Erişim tarihi: 06.08.2024).

Lapp, D., & Flood, J. (2003). Exemplary reading instruction in urban elementary schools: How reading develops, how students learn, and teachers teach. In J. Flood & P. Anders (Eds.), The literacy development of students in urban schools: Research and policy.

Lennox, S. (2013). Interactive read-alouds-an avenue for enhancing children’s language for thinking and understanding: A review of recent research. Early Childhood Educ J 41, 381–389

Lestari, G. P., Kosasih, A., & Somad, M. A. (2023). The effectiveness of interactive reading models in improving early students language skills. International Journal of Learning, Teaching and Educational Research, 22(9), 280-295.

Lever, R., & Sénéchal, M. (2011). Discussing stories: On how a dialogic reading intervention improves kindergartners’ oral narrative construction. Journal of Experimental Child Psychology, 108(1), 1–24. https://doi.org/10.1016/j.jecp. 2010.07.002.

Liu, S., Zhang, X., Wang, P., Deng, Q., & Niu, B. (2007). Strategic reading instruction from an interactive approach. Asian Social Science, 3, 29-35.

Merga, M. K. (2017). Interactive reading opportunities beyond the early years: What educators need to consider. Australian Journal of Education, 61(3), 328-343.

Mohamed, H. A. (2019). Reading as an interactive process: collaborative and psycholinguistic interactions for reading literature in the EFL classroom. Research Journal of Language, Literature and Humanities, 6(3), 16-26.

Mol, S. E., A. G. Bus, & M. T. de Jong. 2009. Interactive book reading in early education: A tool to stimulate print knowledge as well as oral Language. Review of Educational Research 79 (2), 979–1007. doi: 10.3102/0034654309332561

Nuttall, C. (1996). Teaching reading skills in a foreign language. Oxford: Heineman.

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.

Paran, A. (1996). Reading in EFL: Facts and fictions. ELT Journal, 5(1), 25-34.

Pardede, P. (2008). A Review of Reading Theories and its Implications to the Teaching of Reading. Universitas Kristen: Indonesia. https://parlindunganpardede.wordpress.com/articles/language-teaching/a-review-on-reading-theories-and-its-implication-to-the-teaching-of-reading/

Pressley M., Harris K.R. and Marks M.B. (1992). But good strategy instructors are constructivists. Educational Psychology Review, 4(1), 3-31.

Pillinger, C., & Vardy, E. J. (2022). The story so far: A systematic review of the dialogic reading literature. Journal of Research in Reading, 45(4), 533-548.

Rumelhart, D. E. (1980). Schemata: the building blocks of cognition. In R. J. Spiro, B. C. Bruce, & W. E. Brewer (Eds.), Theoretical issues in reading comprehension (pp. 33-58). Erlbaum. https://doi.org/10.4324/9781315107493-4

Sénéchal, M., & LeFevre, J. (2002). Parental involvement in the development of children’s reading skill: A 5-year longitudinal study. Child Development, 73(2), 445–460. https://doi.org/10.1111/1467-8624.00417.

Sénéchal, M., & LeFevre, J. (2001). Storybook reading and parent teaching: Links to language and lit-eracy development. In P. Rebello Britto & J. Brooks-Gunn (Eds.), The role of family literacy environ-ments in promoting young children’s emerging literacy skills (pp. 53–71). New York: Jossey-Bass.

Spaull, N. & Hoadley, U. (2017). Getting reading right: Building firm foundations. Child Gauge. https://www.unicef.org/esa/sites/unicef.org.esa/files/2018-09/UNICEF-South-Africa-2017-Child-Gauge.pdf#page=79

Strickland, D., & Taylor, D. (1989). Family storybook reading: Implications for children, curriculum, and families. In D.S.Strickland & L.M. Morrow (Eds.), Emerging literacy: Young children learn to read and write (pp. 27–33). Newark, DE: International Reading Association.

Suraprajit, P. (2019). Bottom-up vs top-down model: The perception of reading strategies among Thai University students. Journal of Language Teaching and Research, 10(3), 454-460.

Teale, W.H., & Sulzby, E. (1987). Literacy acquisition in early childhood: The roles of access and mediation in story-book readings. In D.A. Wagner (Ed.), The future of literacy in a changing world, (pp. 131–150). Tarrytown, NY:Pergamon.

UNICEF (2024, 10.12). Çocuk Haklarına Dair Sözleşme. (https://www.unicef.org/turkiye/%C3%A7ocuk-haklar%C4%B1na-dair-s%C3%B6zle%C5%9Fme

Unrau, N. J. & Alverman, D.E. (2013). Literacies and their investigation through theories and models. In Donna E. Alvermann, Norman J. Unrau, Robert B. Ruddell (Eds.), Theoretical models and processes of reading. (pp.47-90). International Reading Association.

van der Wilt, F., Boerma, I., van Oers, B., & van der Veen, C. (2019). The effect of three interactive reading approaches on language ability: an exploratory study in early childhood education. European Early Childhood Education Research Journal, 27(4), 566–580. https://doi.org/10.1080/1350293X.2019.1634242

Williams, M. & Burden, R. (2004). Psychology for language teachers. Cambridge: Cambridge University Press., 1-252ISBN-10: 0521498805.

Whitehurst, G. J., Falco, F. L., 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(4), 552–559.https://doi.org/10.1037/0012-1649.24.4.552

Won-Lee, J. (2000). Reading models revisited: Are we going back to bottom-up models. English Teaching, 55(4), pp.191-211.

Wong, C. Y. (2020). The use of l1 in English reading lessons of Hong Kong Chinese-medium secondary schools. International Journal of Instruction, 13(2), 863-880.

Wright, T. S. (2019). Reading to learn from the start: The power of interactive read-alouds. American Educator, 42(4), 4-8.

Yu, X., & Zhang, L. (2022). Effectiveness of interactive reading mode based on multisensor information fusion in English teaching. Mobile Information Systems, 2022(1), 1-12. https://onlinelibrary.wiley.com/doi/epdf/10.1155/2022/7993728 (Erişim Tarihi: 09.08.2024).