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dc.contributor.advisorIlgaz, Hande
dc.contributor.authorMutlu, Ecem
dc.date.accessioned2018-05-24T13:28:05Z
dc.date.available2018-05-24T13:28:05Z
dc.date.copyright2018-05
dc.date.issued2018-05
dc.date.submitted2018-05-24
dc.identifier.urihttp://hdl.handle.net/11693/46946
dc.descriptionCataloged from PDF version of article.en_US
dc.descriptionThesis (M.S.): Bilkent University, Department of Psychology, İhsan Doğramacı Bilkent University, 2018.en_US
dc.descriptionIncludes bibliographical references (leaves 52-56).en_US
dc.description.abstractQuality of mothers’ book sharing interactions with their children show variations at both individual and cultural levels. The narrative styles that mothers adopt during these book sharing interactions influence their children’s emergent literacy skills. The current study investigated Turkish mothers’ narrative styles as they narrated a wordless picture book to their 3-, 4-, and 5-year-old children, and whether these narrative styles had a relation to their children’s narrative comprehension. To answer these two questions, the current study consisted of two phases. In the first study, eighty-seven mothers were asked to narrate a wordless picture book to their children. Their narrative discourse was coded according to the pragmatic function and the narrative content of their utterances. As a result, two different narrative styles were identified: storytellers who make use of informative utterances that do not require their children’s participation and talk about events that are within the storyline, and story builders who use interactive utterances that encourage their children’s contribution and talk about both within and beyond the storyline. In the second study, forty-nine children were asked comprehension questions after their mothers had narrated the wordless picture book to them. Analyses revealed no significant link between mothers’ narrative styles and their children’s narrative comprehension skills. However, children whose mothers adopted the story builder style displayed higher receptive vocabulary competence. Findings and implications of both studies were discussed in terms of their congruence and contributions to the existing literature.en_US
dc.description.statementofresponsibilityby Ecem Mutlu.en_US
dc.format.extentxi, 64 leaves : charts ; 30 cmen_US
dc.language.isoEnglishen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectEmergent Literacy Abilityen_US
dc.subjectMaternal Narrative Stylesen_US
dc.subjectMother-Child Book Sharingen_US
dc.subjectNarrative Comprehensionen_US
dc.titleAn investigation of Turkish mothers’ narrative styles and their relation to children’s narrative comprehensionen_US
dc.title.alternativeTürk annelerin çocuklarına hikaye anlatma stilleri ve bu stillerin çocuklarının öykü muhakeme becerileri ile ilişkisien_US
dc.typeThesisen_US
dc.departmentDepartment of Psychologyen_US
dc.publisherBilkent Universityen_US
dc.description.degreeM.S.en_US
dc.identifier.itemidB158371


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