From peritextual reading to intertextual reading in elementary school: Reading picturebooks<p>İlkokulda peritextual okumadan metinler arası okumaya resimli hikâye kitabı okuma süreci

Authors

  • Seyit Ateş Gazi University

Keywords:

reading picturebooks, peritextual reading, intertextual reading, critical reading, resimli hikâye kitapları, sesli okuma, peritextual okuma, metinler arası okuma, eleştirel okuma, ilkokul

Abstract

Recent studies have shown that reading aloud for children strongly affects their all literacy skills. Illustrated story books have an important role in this process. Even though the main feature of picturebooks is that they are being short and including little writings, the relationships between them are the most important one. Another important thing is these books’ peritextual characteristics as well. Taking advantage of these characteristics of picturebooks, it is possible that develop high-level reading skills at children starting from early ages as well. In order to have a rich reading experience, readers need to integrate and interpret the knowledge among pictures, writings and peritextual features. In the study, in this context, attention was drawn to using of illustrated child picturebooks in teaching process, and put emphasis on how construct reading process from low-level skills (literal) to high-level skills (intertextual and critical reading) through illustrated child picturebooks and also how can improve children’s literacy skills with reference to literature. Özet Araştırmalar çocuklara kitap okumanın, onların tüm okuryazarlık becerileri üzerinde güçlü bir etkisinin olduğu göstermektedir. Bu süreçte resimli hikâye kitapların önemli bir yeri bulunmaktadır. Resimli kitapların temel özelliği, kısa olmaları ve az sayıda yazı içermeleri olsa da asıl önemli olan bunlar arasındaki ilişkidir. Resimler ve kelimeler arasındaki ilişki kadar bir diğer önemli husus da bu kitapların peritextual özellikleridir. Resimli kitapların tüm bu özelliklerinden faydalanarak çocuklarda hem de küçük yaşlardan itibaren üst düzey okuma becerilerini geliştirmek mümkündür. Okuyucular zengin bir okuma deneyimine sahip olmak için peritextual özellikler, resimler ve yazılar arasındaki bilgiyi bütünleştirmek ve yorumlamak zorundadır. Çalışmada bu kapsamda, resimli çocuk kitaplarının öğretim sürecinde kullanımına dikkat çekilmiş, literatür bilgilerinden hareketle resimli çocuk kitapları aracılığıyla düşük düzey becerilerden üst düzey okuma becerilerine (metinler arası ve eleştirel okuma), okuma sürecinin nasıl yapılandırılabileceği ve çocukların okuryazarlık becerilerinin nasıl geliştirilebileceği üzerinde durulmuştur.

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Author Biography

Seyit Ateş, Gazi University

Dr. Seyit Ateş is currently working as a Research Assistant at the Department of Elementary Education in Gazi University. His research interests include reading and writing instruction, comprehension instruction, learning difficulties, perceived self efficacy, critical reading, intertextual reading, reading picturebooks, research methodologies, and social cognitive learning theory.

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Published

2013-06-05

How to Cite

Ateş, S. (2013). From peritextual reading to intertextual reading in elementary school: Reading picturebooks&lt;p&gt;İlkokulda peritextual okumadan metinler arası okumaya resimli hikâye kitabı okuma süreci. Journal of Human Sciences, 10(1), 1567–1585. Retrieved from https://j-humansciences.com/ojs/index.php/IJHS/article/view/2610

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Section

Primary and Pre-School Education