Information Package
baskent.edu.tr

Program of Preschool Teaching

ECC443

INTERACTIVE READING

Course Code
ECC443
Semester
-
Theory+Practice
3 + 0
ECTS
4
Course TypeElective Course
Course LevelBachelor's Degree
Year of Study-
Semester-
ECTS4
Name of Lecturer(s) -
Learning Outcomes

At the end of this course, the students;

  1. Explain interactive book reading approaches.
  2. Analyze the developmental contributions of reading books in preschool period.
  3. Evaluate children's books suitable for different age groups from a pedagogical point of view.
  4. Design and applies interactive reading environments.
  5. Applie dialogic reading techniques effectively.
  6. Develop strategies that support children's participation in the reading process.
  7. Plan reading activities that include family participation.
Mode of DeliveryFace to face
PrerequisitesNo
Recommended Optional Programme Components
Course DescriptionWithin the scope of this course, it is aimed to provide pre-service preschool teachers with the theoretical foundations, pedagogical importance and application methods of interactive book reading processes. In order to support children's language, social-emotional and cognitive development, book selection, preparation of an appropriate reading environment and strategies that ensure the child's active participation in the reading process are discussed. Practical studies on how to plan and implement interactive book reading techniques in the classroom; teacher candidates are expected to create original reading plans that will improve their professional competencies.
Course Contents
WEEK TOPICS
1st Week Introduction Course overview, introduction to the book, and reading habits in early childhood
2nd Week Developmental contributions of book reading (language, social-emotional, cognitive development)
3rd Week Interactive book reading approaches ? Theoretical framework
4th Week Dialogic reading method and its stages
5th Week Questioning strategies and evaluating children's responses
6th Week Book selection criteria: age, content, representation, illustrations
7th Week Differences between storytelling and book reading ? integrated use
8th Week Midterm week
9th Week Book reading supported by puppetry, dramatization, and visual materials
10th Week Diversity Reading with children with special needs and multilingual children
11th Week Strategies for interactive book reading with families
12th Week Practice presentations Group 1
13th Week Practice presentations Group 2
14th Week Evaluation
Recommended or Required ReadingArı, R., & Yıldız, C. (2022). Okul öncesi öğretmen adaylarının etkileşimli kitap okuma becerilerinin geliştirilmesi. Erken Çocukluk Çalışmaları Dergisi, 6(1), 15?31. https://dergipark.org.tr/tr/pub/eccd
Gökçe, T., & Başal, H. A. (2023). Erken çocuklukta görsel okuryazarlık ve etkileşimli kitap okuma ilişkisi. Eğitim ve Bilim, 48(215), 205?225. https://egitimvebilim.ted.org.tr
Justice, L. M., & Pence, K. L. (2005). Scaffolding with storybooks: A framework for engaging preschool children in shared book-reading. The Reading Teacher, 58(8), 744?753. https://doi.org/10.1598/RT.58.8.2
Kalb, G., & van Ours, J. C. (2014). Reading to young children: A head-start in life? Melbourne Institute Working Paper Series, 7/14. https://melbourneinstitute.unimelb.edu.au/downloads/working-paper-series/wp2014n07.pdf
Mol, S. E., Bus, A. G., de Jong, M. T., & Smeets, D. J. H. (2008). Added value of dialogic parent?child book readings: A meta-analysis. Early Education and Development, 19(1), 7?26. https://doi.org/10.1080/10409280701838603
Neuman, S. B., & Wright, T. S. (2014). The magic of words: Teaching vocabulary in the early childhood classroom. American Educator, 38(2), 4?13. https://www.aft.org/sites/default/files/periodicals/Neuman.pdf
Wasik, B. A., & Bond, M. A. (2001). Beyond the pages of a book: Interactive book reading and language development in preschool classrooms. Journal of Educational Psychology, 93(2), 243?250. https://doi.org/10.1037/0022-0663.93.2.243
Yıldız, M. (2018). Çocuk edebiyatı eserlerinin etkileşimli okuma yöntemleriyle sunumu. Milli Eğitim Dergisi, 47(218), 182?200.
Yılmaz, B., & Karaman, P. (2020). Çocuk edebiyatı kitaplarının etkileşimli okuma sürecine uygunluğu. Uluslararası Erken Çocukluk Eğitimi Araştırmaları Dergisi, 3(2), 75?90.
Zevenbergen, A. A., & Whitehurst, G. J. (2003). Dialogic reading: A shared picture book reading intervention for preschoolers. In A. van Kleeck, S. A. Stahl, & E. B. Bauer (Eds.), On reading books to children: Parents and teachers (pp. 177?200). Lawrence Erlbaum Associates.
Planned Learning Activities and Teaching Methods
  • Lecture
  • Other
  • Case Study
  • Questions/Answers
  • Practice
Assessment Methods and Criteria
Quantity Percentage (%)
Practice 1 60
Other 1 40
Total(%) 100
Contribution of In-term Studies to Overall Grade(%) 100
Contribution of Final Examination to Overall Grade(%) 0
Total(%) 100
ECTS Allocated Based on Student Workload
Activities Quantity Duration (Hour) Total Workload (Hour)
Midterm exam
Preparation for Quiz
Individual or group work 5 10 50
Preparation for Final exam
Course hours 14 3 42
Preparation for Midterm exam
Laboratory (including preparation)
Final exam
Homework 2 15 30
Total Work Load122
Total Work Load / 30 (h)4.06
ECTS Credit of the Course4
Language of InstructionTurkish
Work Placement(s)No

Programme Qualifications / Learning Outcomes

LO1 LO2 LO3 LO4 LO5 LO6 LO7
K1 X X X
K2 X X X X
K3 X
K4
K5
K6 X
K7 X X X X
K8 X
K9
K10 X X X
K11 X X
K12
K13 X
K14 X X X
K15 X X X
K16 X
K17 X
K18