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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.
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    Promoting Gender Equality in Preservice Teachers Through Creative Drama Activities Integrated With Children's Picture Books: A Mixed-Methods Research
    (Wiley, 2025) Seren, Nurbanu; Cetinkaya, Fatih cetin; Yildirim, Kasim
    The current research investigated the effect of creative drama activities combined with children's picture books on preservice teachers' attitudes towards gender equality. The study employed an explanatory sequential mixed methods research design. While the quantitative stage used a quasiexperimental pretest-posttest control group research design, the qualitative stage involved a focus group interview. The quantitative data were analysed using analysis of covariance (ANCOVA) and the participants' pretest scores were assigned as the covariate variable. The qualitative data were analysed using content analysis. The quantitative data showed that the treatment group had significantly higher estimated marginal mean posttest gender role attitudes (GRAS) scores compared to the control group. The qualitative data indicated that the intervention made the participants more active and helped them identify and resolve problems associated with traditional gender role stereotypes. The intervention allowed the participants to develop positive attitudes towards eliminating inequalities caused by gender role stereotypes.
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    Read-aloud practices with children's picture books in Turkish first-grade classrooms
    (Routledge Journals, Taylor & Francis Ltd, 2025) Oksuz, Halil Ibrahim; Yildirim, Kasim; Cetinkaya, Fatih cetin; Kosum, Ayse Nur; Alkar, Nesrullah
    The current study aimed to explore the read-aloud experiences of Turkish first-grade elementary school teachers. This study employed a cross-sectional survey design, with a total of 61 first-grade elementary school classroom teachers constituting the research sample. A teacher questionnaire was used to collect the data. The research findings revealed that first-grade teachers included read-aloud practices in their teaching processes. They carried out various activities to enhance interaction during read-aloud sessions and utilized texts from both textbooks and picture books for this purpose. Moreover, the teachers employed read-aloud practices more frequently in Turkish language arts lessons and provided advice to families on incorporating read-aloud activities at home. Additionally, some teachers expressed a need for more guidance on how to effectively implement read-aloud practices. By providing effective scaffolding to first-grade teachers, it can be ensured that they utilize read-aloud practices more effectively in classroom teaching processes, thereby supporting children's language skills.