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Okul Öncesi Dönem Çocuklarında Öykü Anlamanın Değerlendirilmesi: Öykü Anlama Rubriği’nin Geliştirilmesi

Year 2025, , 374 - 399, 19.05.2025

Demet Aydın , Gülden Uyanık

https://doi.org/10.9779/pauefd.1507972

Abstract

Okul öncesi dönemde çocukların öykü anlama becerileri okuduğunu anlama becerileri gibi birçok beceri ile ilişkilidir. Bu sebeple okul öncesi dönemde çocukların öykü anlama becerilerinin değerlendirilmesi oldukça önemli olduğu söylenebilir. Bu çalışmada; 48-72 aylık okul öncesi dönem çocuklarının öykü anlama becerilerinin değerlendirilmesine yönelik bir rubrik geliştirilmesi ve çocukların öykü anlama becerilerinin yaş ve cinsiyet değişkenlerine göre incelenmesi amaçlanmaktadır. Öykü Anlama Rubriği İstanbul ilinde okul öncesi eğitim kurumlarında öğrenim görmekte olan toplam 340 okul öncesi çocuğuyla uygulanmıştır. Bu rubriğin güvenirlik katsayılarının belirlenmesi amacıyla paralel formlar yöntemi kullanılmıştır. Ölçeğin kapsam geçerliliğinin belirlenmesi amacıyla 12 uzmandan görüş alınmış ve görüşler Lawshe tekniği ile analiz edilmiştir. Erken Okuryazarlık Becerileri Değerlendirme Aracı’nın Alt Testi olan Öyküyü Anlama Alt Testi ve Türkçe Erken Dil Gelişim Testi Alıcı Dil Alt Testi A Formu rubriğin ölçüt geçerliliğinin hesaplanması amacıyla kullanılmıştır. Güvenirlik analizlerinde rubriğin güvenirliğinin hesaplanması amacıyla Cronbach alpha katsayısı belirlenmiştir ve iki formunda yüksek düzeyde iç tutarlılığa sahip olduğu belirlenmiştir. Her iki uygulayıcı için uyum katsayısı incelenmiş ve uygulamacılar arasında anlamlı ilişki olduğu görülmüştür. Araştırma sonucunda, 10 maddelik ve T ve M olmak üzere iki formu bulunan Öykü Anlama Rubriği’nin geçerli ve güvenilir sonuçlar sağladığı bulunmuştur. Bu sonuca ek olarak yaş değişkeninin çocukların öykü anlama puanlarında anlamlı bir fark oluşturduğu ancak cinsiyet değişkeninin anlamlı bir fark oluşturmadığı görülmüştür.

Keywords

Öykü anlama Değerlendirme Okul öncesi dönem Rubrik

Ethical Statement

Marmara Üniversitesi Araştırma ve Yayın Etik Kurulu’nun 09.09.2022 tarih ve 07-7 sayılı kararına dayalı izinle yürütülmüştür

References

  • Altun, D. (2018). The efficacy of multimedia stories in preschoolers’ explicit and ımplicit story comprehension. Early Childhood Education Journal, 46(6), 629-642. https://doi.org/10.1007/s10643-018-0916-8
  • Andrade, H. G. (2005). Teaching with rubrics: the good, the bad, and the ugly. College Teaching, 53(1), 27-31. https://doi.org/10.3200/CTCH.53.1.27-31
  • Aukerman, M., & Chambers Schuldt, L. (2016). “The pictures can say more things”: Change across time in young children’s references to images and words during text discussion. Reading Research Quarterly, 51(3), 267-287. https://doi.org/10.1002/rrq.138
  • Aydın, M. S. (2019). A review on levels of pre-school 5-6 age group students’ comprehension of listening to classical and digital stories ındividually and in groups [Master Thesis, Recep Tayyip Erdogan University]. National Thesis Center.
  • Bekman, S., Aksu Koç, A., & Erguvanlı Taylan, E. (2012). Effect of an intervention program for six-year-old children: A summer school model. Turkish Journal of Psychology, 27(70), 48-60.
  • Brandão, A. C. P., & Silva, A. da. (2023). Helping understanding written texts: why start in early childhood education? Cadernos de Pesquisa, 53. https://doi.org/10.1590/198053149455_en
  • Büyüköztürk, Ş., Kılıç Çakmak, E., Erkan Akgün, Ö., Karadeniz, Ş., & Demirel, F. (2018). Scientific research methods. Pegem Academy Publishing. https://doi.org/10.14527/9789944919289
  • Catts, H. W., Herrera, S., Nielsen, D. C., & Bridges, M. S. (2015). Early prediction of reading comprehension within the simple view framework. Reading and Writing, 28(9), 1407-1425. https://doi.org/10.1007/s11145-015-9576-x
  • Collins, M. F. (2023). Beyond questions: a fellowship of opportunities for fostering preschoolers’ story comprehension. The Reading Teacher, 76(4), 400-411. https://doi.org/10.1002/trtr.2168
  • Dawes, E., Claessen, M., Leitao, S., & Black Sheep Press Ltd. (2018). The squirrel story narrative comprehension assessment (NCA). https://www.blacksheeppress. co.uk/product/squirrel-story-narrative-comprehensionassessment-nca/.
  • Dawes, E., Leitão, S., Claessen, M., & Lingoh, C. (2019). Oral literal and inferential narrative comprehension in young typically developing children and children with developmental language disorder. International Journal of Speech-Language Pathology, 21(3), 275-285. https://doi.org/10.1080/17549507.2019.1604803
  • Dickinson, D. K., Golinkoff, R. M., & Hirsh-Pasek, K. (2010). Speaking out for language. Educational Researcher, 39(4), 305-310. https://doi.org/10.3102/ 0013189X10370204
  • Duke, N. K., & Carlisle, J. (2011). The development of comprehension. In M. L. Kamil, D. P. Pearson, E. Birr Moje, & P. P. Afflerbach (Eds.), Handbook of reading research. (pp. 199-228). Routledge.
  • Froiland, J.M., & Davison, M.L. (2020). Emotional ıntelligence, listening comprehension, and reading comprehension among diverse adolescents. J Child Fam Stud, 29, 1385–1390. https://doi.org/10.1007/s10826-019-01557-8
  • Güven, S., & Topbaş, S. (2014). Adaptation of the test of early language development third edition (teld-3) into Turkish: Reliability and validity study. International Journal of Early Childhood Special Education (INT-JECSE), 6(2), 151-176.
  • Hresko W. P., Reid D. K., & Hammill D.D. (1999). Test of early language development (TELD). Austin.
  • Karaman, G. (2013). Development of the early literacy skills assessment tool, Validity, and Reliability Study. [Doctoral Dissertation, Gazi University]. National Thesis Center.
  • Karaman, G., & Aytar, A. G. (2016). Development of early literacy skills assessment tool. Mersin University Journal of the Faculty of Education, 12(2). https://doi.org/10.17860/EFD.02080
  • Kendeou, P., van den Broek, P., White, M. J., & Lynch, J. S. (2009). Predicting reading comprehension in early elementary school: The independent contributions of oral language and decoding skills. Journal of Educational Psychology, 101(4), 765-778. https://doi.org/10.1037/a0015956
  • Korat, O., Tourgeman, M., ve Segal-Drori, O. (2022). E-book reading in kindergarten and story comprehension support. Reading and Writing, 35(1), 155-175. https://doi.org/10.1007/s11145-021-10175-0
  • Lawshe, C. H. (1975). A quantitative approach to content validity. Personnel Psychology, 28(4), 563–575. https://doi.org/10.1111/j.1744-6570.1975.tb01393.x
  • Lepola, J., Kajamies, A., Laakkonen, E., & Niemi, P. (2020). Vocabulary, metacognitive knowledge and task orientation as predictors of narrative picture book comprehension: from preschool to grade 3. Reading and Writing, 33(5), 1351-1373. https://doi.org/10.1007/s11145-019-10010-7
  • Lepola, J., Kajamies, A., & Tiilikainen, M. (2022). Opportunities and participation in conversations: The roles of teacher’s approaches to dialogic reading and child’s story comprehension. Journal of Early Childhood Education Research, 11(1), 204-232. https://journal.fi/jecer/article/view/114015/67210
  • Lepola, J., Lynch, J., Laakkonen, E., Silvén, M. & Niemi, P. (2012). The role of ınference making and other language skills in the development of narrative listening comprehension in 4–6-year-old children. Read Res Q, 47, 259-282. https://doi.org/10.1002/rrq.020
  • Lepola, J., Niemi, P., Kuikka, M., & Hannula, M. M. (2005). Cognitive-linguistic skills and motivation as longitudinal predictors of reading and arithmetic achievement: A follow-up study from kindergarten to grade 2. International Journal of Educational Research, 43(4-5), 250-271. https://doi.org/10.1016/ j.ijer.2006.06.005
  • 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
  • Lynch, J. S., & Lepola, J. (2015). Assessment of comprehension skills in prereaders: theoretical foundations, methods, challenges, and opportunities. In A. DeBruin-Parecki, A. van Kleeck, & S. Gear (Eds.), Developing early comprehension. Paul H. Brookes Publishing Co.
  • Mandler, J. M., & Johnson, N. S. (1977). Remembrance of things parsed: Story structure and recall. Cognitive Psychology, 9(1), 111-151. https://doi.org/10.1016/0010-0285(77)90006-8
  • Manu, M., Torppa, M., Eklund, K., Poikkeus, A.-M., Lerkkanen, M.-K., & Niemi, P. (2020). Kindergarten pre-reading skills predict grade 9 reading comprehension (PISA Reading) but fail to explain gender difference. Reading and Writing. 34, 753–771. https://doi.org/10.1007/s11145-020-10090-w
  • Moskal, B. M. (2003). Recommendations for developing classroom performance assessments and scoring rubrics. Practical Assessment, Research, and Evaluation, 8(14). https://doi.org/10.7275/jz85-rj16
  • Moskal, B. M., & Leydens, J. A. (2000). Scoring rubric development: validity and reliability. Practical Assessment, Research & Evaluation. 7(10), 1-6. https://doi.org/10.7275/q7rm-gg74
  • Paris, A. H., & Paris, S. G. (2003). Assessing narrative comprehension in young children. Reading Research Quarterly, 38(1), 36-76. https://doi.org/10.1598/RRQ.38.1.3
  • Petersen, D. B., & Spencer, T. D. (2012). The narrative language measures: tools for language screening, progress monitoring, and intervention planning. Perspectives on Language Learning and Education, 19(4), 119-129. https://doi.org/10.1044/lle19.4.119
  • Sarı, B., & Altun, D. (2018). An examination of the relationship between preschoolers’ story comprehension and theory of mind skills. Journal of Mother Tongue Education, 6(4), 945-960. https://doi.org/10.16916/aded.441307
  • Spencer, T. D., Goldstein, H., Kelley, E. S., Sherman, A., & McCune, L. (2017). A curriculum-based measure of language comprehension for preschoolers: reliability and validity of the assessment of story comprehension. Assessment for Effective Intervention, 42(4), 209-223. https://doi.org/10.1177/ 1534508417694121
  • Spencer, T. D., & Petersen, D. B. (2020). Narrative ıntervention: principles to practice. Language, speech, and hearing services in schools, 51(4), 1081–1096. https://doi.org/10.1044/2020_LSHSS-20-00015
  • Storch, S. A., & Whitehurst, G. J. (2002). Oral language and code-related precursors to reading: Evidence from a longitudinal structural model. Developmental Psychology, 38(6), 934-947. https://doi.org/10.1037/0012-1649.38.6.934
  • Şeker, M. (2015). Quality of life index: A case study of Istanbul. Istanbul University Econometrics and Statistics e-Journal, 23, 1-15. https://dergipark.org.tr/tr/pub/iuekois/issue/27283/287194
  • Van den Broek, P., Kendeou, P., Kremer, K., Lynch, J., Butler, J., White, M. J., & Pugzles Lorch, E. (2005). Assessment of comprehension abilities in young children. In S. G. Paris & S. A. Stahl (Eds.), Children’s reading comprehension and assessment (pp.107-130). Lawrence Erlbaum.
  • van Kleeck, A. (2006). Fostering inferential language during book sharing with prereaders: A foundation for later text comprehension strategies. In A. van Kleeck (Ed.), Sharing books and stories to promote language and literacy (pp. 269–317). CA: Plural.
  • van Steensel, R., Gouw, B., Liefers, S., & van Aspert, T. (2024). Cognitively challenging talk during shared reading: Effects of parent gender, child gender and relations with story comprehension. Journal of Early Childhood Literacy, 24(4), 839-861. https://doi.org/10.1177/14687984221082240
  • Xu, Y., Aubele, J., Vigil, V., Bustamante, A. S., Kim, Y., & Warschauer, M. (2022). Dialogue with a conversational agent promotes children’s story comprehension via enhancing engagement. Child Development, 93(2). https://doi.org/10.1111/cdev.13708
  • Zhou, N., & Yadav, A. (2017). Effects of multimedia story reading and questioning on preschoolers’ vocabulary learning, story comprehension and reading engagement. Educational Technology Research and Development, 65(6), 1523-1545. https://doi.org/10.1007/s11423-017-9533-2
  • Zipke, M. (2017). Preschoolers explore interactive storybook apps: The effect on word recognition and story comprehension. Education and Information Technologies, 22(4), 1695-1712. https://doi.org/10.1007/s10639-016-9513-x

Assessment of Story Comprehension in Early Childhood: Developing the Story Comprehension Rubric

Year 2025, , 374 - 399, 19.05.2025

Demet Aydın , Gülden Uyanık

https://doi.org/10.9779/pauefd.1507972

Abstract

Story comprehension skills in early childhood are associated with various skills, including reading comprehension. Therefore, assessing children's story comprehension skills during early childhood is crucial. This study aims to develop a rubric for evaluating the story comprehension skills of children aged 48–72 months and to examine these skills based on the variables of age and gender. The Story Comprehension Rubric was administered to a total of 340 preschool children enrolled in preschools in Istanbul. To determine the reliability coefficients of the rubric, the parallel forms method was employed. To establish the content validity of the scale, the opinions of 12 experts were sought, and the feedback was analyzed using the Lawshe technique. The Story Comprehension Subtest of the Early Literacy Skills Assessment Tool (EOBDA) and the Turkish Early Language Development Test (TEDIL) Receiver Language Subtest A Form were used to evaluate the criterion validity of the rubric. For reliability analyses, Cronbach's alpha coefficient was calculated to assess the rubric's reliability, and both forms were found to have high internal consistency. Inter-rater reliability was also examined, revealing a significant correlation between the raters. As a result of the study, the Story Comprehension Rubric, consisting of 10 items and two forms (T and M), was found to provide valid and reliable results. Furthermore, the findings indicated that the age variable significantly influenced children's story comprehension skills, whereas the gender variable did not result in a significant difference.

Keywords

Story comprehension Assessment Early childhood Rubric

References

  • Altun, D. (2018). The efficacy of multimedia stories in preschoolers’ explicit and ımplicit story comprehension. Early Childhood Education Journal, 46(6), 629-642. https://doi.org/10.1007/s10643-018-0916-8
  • Andrade, H. G. (2005). Teaching with rubrics: the good, the bad, and the ugly. College Teaching, 53(1), 27-31. https://doi.org/10.3200/CTCH.53.1.27-31
  • Aukerman, M., & Chambers Schuldt, L. (2016). “The pictures can say more things”: Change across time in young children’s references to images and words during text discussion. Reading Research Quarterly, 51(3), 267-287. https://doi.org/10.1002/rrq.138
  • Aydın, M. S. (2019). A review on levels of pre-school 5-6 age group students’ comprehension of listening to classical and digital stories ındividually and in groups [Master Thesis, Recep Tayyip Erdogan University]. National Thesis Center.
  • Bekman, S., Aksu Koç, A., & Erguvanlı Taylan, E. (2012). Effect of an intervention program for six-year-old children: A summer school model. Turkish Journal of Psychology, 27(70), 48-60.
  • Brandão, A. C. P., & Silva, A. da. (2023). Helping understanding written texts: why start in early childhood education? Cadernos de Pesquisa, 53. https://doi.org/10.1590/198053149455_en
  • Büyüköztürk, Ş., Kılıç Çakmak, E., Erkan Akgün, Ö., Karadeniz, Ş., & Demirel, F. (2018). Scientific research methods. Pegem Academy Publishing. https://doi.org/10.14527/9789944919289
  • Catts, H. W., Herrera, S., Nielsen, D. C., & Bridges, M. S. (2015). Early prediction of reading comprehension within the simple view framework. Reading and Writing, 28(9), 1407-1425. https://doi.org/10.1007/s11145-015-9576-x
  • Collins, M. F. (2023). Beyond questions: a fellowship of opportunities for fostering preschoolers’ story comprehension. The Reading Teacher, 76(4), 400-411. https://doi.org/10.1002/trtr.2168
  • Dawes, E., Claessen, M., Leitao, S., & Black Sheep Press Ltd. (2018). The squirrel story narrative comprehension assessment (NCA). https://www.blacksheeppress. co.uk/product/squirrel-story-narrative-comprehensionassessment-nca/.
  • Dawes, E., Leitão, S., Claessen, M., & Lingoh, C. (2019). Oral literal and inferential narrative comprehension in young typically developing children and children with developmental language disorder. International Journal of Speech-Language Pathology, 21(3), 275-285. https://doi.org/10.1080/17549507.2019.1604803
  • Dickinson, D. K., Golinkoff, R. M., & Hirsh-Pasek, K. (2010). Speaking out for language. Educational Researcher, 39(4), 305-310. https://doi.org/10.3102/ 0013189X10370204
  • Duke, N. K., & Carlisle, J. (2011). The development of comprehension. In M. L. Kamil, D. P. Pearson, E. Birr Moje, & P. P. Afflerbach (Eds.), Handbook of reading research. (pp. 199-228). Routledge.
  • Froiland, J.M., & Davison, M.L. (2020). Emotional ıntelligence, listening comprehension, and reading comprehension among diverse adolescents. J Child Fam Stud, 29, 1385–1390. https://doi.org/10.1007/s10826-019-01557-8
  • Güven, S., & Topbaş, S. (2014). Adaptation of the test of early language development third edition (teld-3) into Turkish: Reliability and validity study. International Journal of Early Childhood Special Education (INT-JECSE), 6(2), 151-176.
  • Hresko W. P., Reid D. K., & Hammill D.D. (1999). Test of early language development (TELD). Austin.
  • Karaman, G. (2013). Development of the early literacy skills assessment tool, Validity, and Reliability Study. [Doctoral Dissertation, Gazi University]. National Thesis Center.
  • Karaman, G., & Aytar, A. G. (2016). Development of early literacy skills assessment tool. Mersin University Journal of the Faculty of Education, 12(2). https://doi.org/10.17860/EFD.02080
  • Kendeou, P., van den Broek, P., White, M. J., & Lynch, J. S. (2009). Predicting reading comprehension in early elementary school: The independent contributions of oral language and decoding skills. Journal of Educational Psychology, 101(4), 765-778. https://doi.org/10.1037/a0015956
  • Korat, O., Tourgeman, M., ve Segal-Drori, O. (2022). E-book reading in kindergarten and story comprehension support. Reading and Writing, 35(1), 155-175. https://doi.org/10.1007/s11145-021-10175-0
  • Lawshe, C. H. (1975). A quantitative approach to content validity. Personnel Psychology, 28(4), 563–575. https://doi.org/10.1111/j.1744-6570.1975.tb01393.x
  • Lepola, J., Kajamies, A., Laakkonen, E., & Niemi, P. (2020). Vocabulary, metacognitive knowledge and task orientation as predictors of narrative picture book comprehension: from preschool to grade 3. Reading and Writing, 33(5), 1351-1373. https://doi.org/10.1007/s11145-019-10010-7
  • Lepola, J., Kajamies, A., & Tiilikainen, M. (2022). Opportunities and participation in conversations: The roles of teacher’s approaches to dialogic reading and child’s story comprehension. Journal of Early Childhood Education Research, 11(1), 204-232. https://journal.fi/jecer/article/view/114015/67210
  • Lepola, J., Lynch, J., Laakkonen, E., Silvén, M. & Niemi, P. (2012). The role of ınference making and other language skills in the development of narrative listening comprehension in 4–6-year-old children. Read Res Q, 47, 259-282. https://doi.org/10.1002/rrq.020
  • Lepola, J., Niemi, P., Kuikka, M., & Hannula, M. M. (2005). Cognitive-linguistic skills and motivation as longitudinal predictors of reading and arithmetic achievement: A follow-up study from kindergarten to grade 2. International Journal of Educational Research, 43(4-5), 250-271. https://doi.org/10.1016/ j.ijer.2006.06.005
  • 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
  • Lynch, J. S., & Lepola, J. (2015). Assessment of comprehension skills in prereaders: theoretical foundations, methods, challenges, and opportunities. In A. DeBruin-Parecki, A. van Kleeck, & S. Gear (Eds.), Developing early comprehension. Paul H. Brookes Publishing Co.
  • Mandler, J. M., & Johnson, N. S. (1977). Remembrance of things parsed: Story structure and recall. Cognitive Psychology, 9(1), 111-151. https://doi.org/10.1016/0010-0285(77)90006-8
  • Manu, M., Torppa, M., Eklund, K., Poikkeus, A.-M., Lerkkanen, M.-K., & Niemi, P. (2020). Kindergarten pre-reading skills predict grade 9 reading comprehension (PISA Reading) but fail to explain gender difference. Reading and Writing. 34, 753–771. https://doi.org/10.1007/s11145-020-10090-w
  • Moskal, B. M. (2003). Recommendations for developing classroom performance assessments and scoring rubrics. Practical Assessment, Research, and Evaluation, 8(14). https://doi.org/10.7275/jz85-rj16
  • Moskal, B. M., & Leydens, J. A. (2000). Scoring rubric development: validity and reliability. Practical Assessment, Research & Evaluation. 7(10), 1-6. https://doi.org/10.7275/q7rm-gg74
  • Paris, A. H., & Paris, S. G. (2003). Assessing narrative comprehension in young children. Reading Research Quarterly, 38(1), 36-76. https://doi.org/10.1598/RRQ.38.1.3
  • Petersen, D. B., & Spencer, T. D. (2012). The narrative language measures: tools for language screening, progress monitoring, and intervention planning. Perspectives on Language Learning and Education, 19(4), 119-129. https://doi.org/10.1044/lle19.4.119
  • Sarı, B., & Altun, D. (2018). An examination of the relationship between preschoolers’ story comprehension and theory of mind skills. Journal of Mother Tongue Education, 6(4), 945-960. https://doi.org/10.16916/aded.441307
  • Spencer, T. D., Goldstein, H., Kelley, E. S., Sherman, A., & McCune, L. (2017). A curriculum-based measure of language comprehension for preschoolers: reliability and validity of the assessment of story comprehension. Assessment for Effective Intervention, 42(4), 209-223. https://doi.org/10.1177/ 1534508417694121
  • Spencer, T. D., & Petersen, D. B. (2020). Narrative ıntervention: principles to practice. Language, speech, and hearing services in schools, 51(4), 1081–1096. https://doi.org/10.1044/2020_LSHSS-20-00015
  • Storch, S. A., & Whitehurst, G. J. (2002). Oral language and code-related precursors to reading: Evidence from a longitudinal structural model. Developmental Psychology, 38(6), 934-947. https://doi.org/10.1037/0012-1649.38.6.934
  • Şeker, M. (2015). Quality of life index: A case study of Istanbul. Istanbul University Econometrics and Statistics e-Journal, 23, 1-15. https://dergipark.org.tr/tr/pub/iuekois/issue/27283/287194
  • Van den Broek, P., Kendeou, P., Kremer, K., Lynch, J., Butler, J., White, M. J., & Pugzles Lorch, E. (2005). Assessment of comprehension abilities in young children. In S. G. Paris & S. A. Stahl (Eds.), Children’s reading comprehension and assessment (pp.107-130). Lawrence Erlbaum.
  • van Kleeck, A. (2006). Fostering inferential language during book sharing with prereaders: A foundation for later text comprehension strategies. In A. van Kleeck (Ed.), Sharing books and stories to promote language and literacy (pp. 269–317). CA: Plural.
  • van Steensel, R., Gouw, B., Liefers, S., & van Aspert, T. (2024). Cognitively challenging talk during shared reading: Effects of parent gender, child gender and relations with story comprehension. Journal of Early Childhood Literacy, 24(4), 839-861. https://doi.org/10.1177/14687984221082240
  • Xu, Y., Aubele, J., Vigil, V., Bustamante, A. S., Kim, Y., & Warschauer, M. (2022). Dialogue with a conversational agent promotes children’s story comprehension via enhancing engagement. Child Development, 93(2). https://doi.org/10.1111/cdev.13708
  • Zhou, N., & Yadav, A. (2017). Effects of multimedia story reading and questioning on preschoolers’ vocabulary learning, story comprehension and reading engagement. Educational Technology Research and Development, 65(6), 1523-1545. https://doi.org/10.1007/s11423-017-9533-2
  • Zipke, M. (2017). Preschoolers explore interactive storybook apps: The effect on word recognition and story comprehension. Education and Information Technologies, 22(4), 1695-1712. https://doi.org/10.1007/s10639-016-9513-x
There are 44 citations in total.

Details

Primary Language Turkish
Subjects Measurement and Evaluation in Education (Other), Early Childhood Education, Child Development Education
Journal Section Articles
Authors

Demet Aydın 0000-0002-5908-2886

Gülden Uyanık 0000-0001-9947-8159

Early Pub Date May 16, 2025
Publication Date May 19, 2025
Submission Date July 1, 2024
Acceptance Date April 15, 2025
Published in Issue Year 2025

Cite

APA Aydın, D., & Uyanık, G. (2025). Okul Öncesi Dönem Çocuklarında Öykü Anlamanın Değerlendirilmesi: Öykü Anlama Rubriği’nin Geliştirilmesi. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi(64), 374-399. https://doi.org/10.9779/pauefd.1507972

27767 https://creativecommons.org/licenses/by-nc-nd/4.0/