Read-aloud practices with children's picture books in Turkish first-grade classrooms
Küçük Resim Yok
Tarih
2025
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Routledge Journals, Taylor & Francis Ltd
Erişim Hakkı
info:eu-repo/semantics/closedAccess
Özet
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.
Açıklama
Anahtar Kelimeler
Kaynak
Journal of Early Childhood Teacher Education
WoS Q Değeri
N/A
Scopus Q Değeri
Q2
Cilt
46
Sayı
1
