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    Are Children's Picture Books Concerned with Single-Parent Appropriate to the Turkish Sociocultural Context?
    (Springer, 2021) Cetinkaya, Fatih Cetin; Oksuz, Halil Ibrahim; Yildirim, Kasim; Rasinski, Timothy; Valerio, Meghan
    This study aimed to explore the opinions of the preservice teachers about the children's picture books related to single-parent families. A total of 61 preservice teachers majoring in English Language Arts participated, and the data were collected with semi-structured interviews. The data of the research were analyzed using a content analysis method. The trustworthiness of the present study was increased by using peer debriefing and member checking methods. The research findings showed that the preservice teachers who participated in the study liked the children's picture books, but were not sure whether they were appropriate to read these books to students. In addition, the participants criticized the books in terms of cultural and peritextual features, content and diverse family structures. Most of the participants did not find the books appropriate to the Turkish cultural context and noted that they would not read the books in their future classrooms. More research related to this topic needs to be conducted in order to shed light on the underlying reasons of the results obtained from the present study.
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    A comparison of three read-aloud methods with children?s picture books in the Turkish language context: Just reading, performance based reading, and interactional reading
    (Elsevier, 2021) Sezer, Behlul Bilal; Cetinkaya, Fatih Cetin; Tosun, Dudu Kaya; Yildirim, Kasim
    This study compared the effects of three different read-aloud methods on text reading fluency and reading comprehension. The sample included a total of 152 first-grade and third-grade students. The data were collected by evaluating students? text reading fluency and reading comprehension levels. The analyses showed that while the first graders? text reading fluency scores did not vary by the read-aloud methods, the first graders? reading comprehension varied by the read-aloud methods in favor of the group practicing just reading. This result would be important for first-grade students? teachers. However, the findings from the third graders indicated that neither their text reading fluency nor their reading comprehension levels varied by the read-aloud method. The results of this study provide evidence on the effectiveness of three different read-aloud methods on reading fluency and reading comprehension in the Turkish language context, which is more orthographically transparent than the English language.