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Okul Öncesi Dönemdeki Çocukların Yazı Farkındalığı Becerilerini Değerlendirme Aracı’nın Geçerlik ve Güvenirlik Çalışması

Year 2020, Volume: 8 Issue: 1, 24 - 43, 30.01.2020

Arzu Doğanay Bilgi , Davut Aslan Gökhan Açıkgöz

https://doi.org/10.16916/aded.613196
Cited By: 6

Abstract

Bu araştırmanın amacı, okul öncesi dönemdeki
çocukların yazı farkındalığı becerilerini değerlendirebilecek geçerli ve
güvenilir bir ölçme aracının geliştirilmesidir. Araştırmada genel tarama
modellerinden betimsel tarama modeli kullanılmıştır. Araştırmanın çalışma
grubunu 48-72 ay arası normal gelişim gösteren 109 kız, 107 erkek olmak üzere
toplam 216 çocuk oluşturmuştur. Çalışma grubundaki çocuklar, Ankara ilinin
sosyo-ekonomik düzeyi birbirinden farklı dört ilçesindeki bağımsız
anaokullarından maksimum çeşitlilik örnekleme yöntemi ile belirlenen altı
anaokulunda öğrenim gören çocuklar arasından random seçilmiştir. Yazı
Farkındalığı Becerilerini Değerlendirme Aracı’nın geçerlik çalışması için
kapsam ve yapı geçerliği yapılmıştır. Kapsam geçerliği için uzman görüşüne
başvurulmuş, yapı geçerliği için ise madde analizi yapılmıştır. Ayrıca üç
faktörlü olarak kurulan modelin veriye uyum sağlayıp sağlamadığını belirlemek
için Doğrulayıcı Faktör Analizi yapılmıştır. Değerlendirme aracının KR-20
güvenirlik katsayısı .76 olarak saptanmıştır. Araştırma sonucunda Yazı
Farkındalığı Becerilerini Değerlendirme Aracı’nın okul öncesi dönemdeki 48-72
aylık çocukların yazı farkındalığı becerilerini değerlendirmede geçerli ve
güvenilir bir araç olduğu belirlenmiştir.

Keywords

Erken okuryazarlık becerileri

References

  • Aram, D., & Biron, S. (2004). Joint storybook reading and joint writing interventions among low SES preschoolers: Differential contributions to early literacy. Early Childhood Research Quarterly, 19, 588-610.
  • Arnold, D. H., & Doctoroff, G. L. (2003). The early education of socioeconomically disadvantaged children. Annual Review of Psychology, 54(1), 517-545.
  • Bayraktar, V. (2013). Okuma-yazmaya hazırlık eğitim programının anasınıfına devam eden 6 yaş grubu çocukların yazı farkındalığı becerilerine ve ilkokul birinci sınıftaki ses farkındalığı ve okuma-yazma becerilerine etkisinin incelenmesi (Doktora tezi, Gazi Üniversitesi, Eğitim Bilimleri Enstitüsü, Ankara). https://tez.yok.gov.tr/UlusalTezMerkezi/ adresinden edinilmiştir.
  • Birden, N. (2015). Oyuncu bulut. Ankara: Kök Yayıncılık.
  • Cabell, S.Q., Justice, L.M., Konold, T.R., & McGinty, A.S. (2011). Profiles of emergent literacy skills among preschool children who are at risk for academic difficulties. Early Childhood Research Quarterly, 26(1), 1-14.
  • Carroll, J. M., Snowling, M. J., Hulme, C., & Stevenson, J. (2003). The development of phonological awareness in preschool children. Developmental Psychology, 39, 913-923.
  • Carroll, J. M., Solity, J., & Shapiro, L. R. (2016). Predicting dyslexia using prereading skills: the role of sensorimotor and cognitive abilities. Journal of Child Psychology and Psychiatry, 57(6), 750-758.
  • Catts, H. W., Fey, M. E., Tomblin, J. B., & Zhang, X. (2002). A longitudinal investigation of reading outcomes in children with language impairment. Journal of Speech, Language, and Hearing Research, 45, 1142–1157.
  • Christie, J., Enz, B., & Vukelich, C. (2003). Teaching language and literacy: Preschool through the elementary grades (2nd ed.). Boston: Allyn & Bacon.
  • Clay, M. (2005). An observation survey of early literacy achievement. (2nd ed.), USA New Zealand: Heinemann.
  • Crocker, L., & Algina, J. (2006). Introduction to classical and modern test theory. Belmont: Wadsworth Pub Co.
  • Çokluk, Ö., Şekercioğlu G., & Büyüköztürk Ş. (2012). Sosyal bilimler için çok değişkenli istatistik SPSS ve LISREL uygulamaları. Ankara: Pegem Yayınları.
  • Ergül, C., Akoğlu, G., Sarıca, A. D., Karaman, G., Tufan, M., Bahap-Kudret, Z., & Deniz, Z. (2016). An adapted dialogic reading program for Turkish kindergarteners from low socio-economic backgrounds. Journal of Education and Training Studies, 4(7), 179-194.
  • Ezell, H. K., & Justice, L. M. (2005). Shared storybook building young children’s language and emergent literacy skill. Baltimore: Paul H. Publishing Co.
  • Farver, J. M., Nakamoto J., & Lonigan C. J. (2007). Assessing preschoolers' emergent literacy skills in english and spanish with the get ready to read! screening tool. Annals of Dyslexia, 57(2), 161-178.
  • Foster, M. A., Lambert, R., Abbott-Shim, M., McCarty, F., & Franze, S. (2005). A model of home learning environment and social risk factors in relation to children's emergent literacy and social outcomes. Early Childhood Research Quarterly, 20(1), 13-36.
  • Ghosh, D.S. (2013). Socioeconomic status links to children's literacy development. Washington University Undergraduate Research Digest, 9(1), 10-15.
  • Hammill, D. D. (2004). What we know about correlates of reading. Exceptional Children, 70, 453–468.
  • Invernizzi, M., Sullivan, A., Meier, J., & Swank, L. (2004). PALS-Pre-K teacher’s manual. University of Virginia, Charlottesville, VA.
  • Israel, S. E. (2008). Early reading first and beyond. London: Corwin Press.
  • Işıkoğlu-Erdoğan, N., Muslugüme, E., Huz, Ç., Yılmaz, G., & Öztürk, B. (2015). Okul öncesi eğitimi döneminde isim yazma becerilerinin incelenmesi. İlköğretim Online, 14(2), 449‐458.
  • Işıtan, S., & Akoğlu, G. (2016). Yazı farkındalığı becerilerinin resimli çocuk kitabı aracılığıyla değerlendirilmesi: Güvenirlik ve geçerlik çalışması. Turkish Studies, 11(3)1333-1352.
  • Justice, L. M., Bowles, R. P., & Skibbe, L. E. (2006). Measuring preschool attainment of print-concept knowledge: A study of typical and at-risk 3-to 5-year-old children using item response theory. Language, Speech, and Hearing Services in Schools, 37(3), 224-235.
  • Justice, L. M., & Ezell, H. K. (2000). Enhancing children’s print and word awareness through home-based parent intervention. American Journal of Speech-Language Pathology, 9(3), 257-269.
  • Justice, L. M., & Ezell, H. K. (2001). Word and print awareness in 4-year-old children. Child Language Teaching and Therapy, 17(3), 207-225.
  • Justice, L. M., & Ezell, H. K. (2002). Use of storybook reading to increase print awareness in at-risk children. American Journal of Speech-Language Pathology, 11(1), 17-29.
  • Justice, L. M., & Ezell, H. K. (2004). Print referencing: An emergent literacy enhancement strategy and its clinical applications. Language, Speech, and Hearing Services in Schools, 35(2), 185-193.
  • Justice, L. M., Pence, K. L., Beckman, A. R., Skibbe, L. E., & Wiggins, A. K. (2005). Scaffolding with storybooks: A guide for enhancing young children’s language and literacy achievement. Newark, DE: International Reading Association.
  • Justice, L. M., & Pullen, P. C. (2003). Promising interventions for promoting emergent literacy skills: Three evidence-based approaches. Topics in Early Childhood Special Education, 23(3), 99-113.
  • Justice, L. M., & Sofka, A. E. (2010). Engaging children with print: Building early literacy skills through quality read-alouds. New York: The Guilford Press.
  • Karaman, G. (2013). Erken okuryazarlık becerilerini değerlendirme aracının geliştirilmesi, geçerlik ve güvenirlik çalışması (Doktora tezi, Gazi Üniversitesi, Eğitim Bilimleri Enstitüsü, Ankara). https://tez.yok.gov.tr/UlusalTezMerkezi/ adresinden edinilmiştir.
  • Kelman, M. E. (2006). An investigation of preschool children’s primary literacy skills (Doctoral dissertation, University of Wichita State, 2006). ProQuest Digital Dissertations, 3261874.
  • Lerkkanen M.K., Rasku-Puttonen H., Aunola, K., & Nurmi, J.E. (2004). Development dynamics of phonemic awareness and reading performance during the first year of primary school. Journal of Early Childhood Research, 2(2), 139-156.
  • Lonigan, C. J., Bloomfield, B. G., Anthony, J. L., Bacon, K. D., Phillips, B. M., & Samwel, C. S. (1999). Relations among emergent literacy skills, behavior problems, and social competence in preschool children from low- and middle-income backgrounds. Topics in Early Childhood Special Education, 19, 40–53.
  • Lovelace, S., & Stewart, S. R. (2007). Increasing print awareness in preschoolers with language impairment using non-evocative print referencing. Language, Speech, and Hearing Services in Schools, 38, 16–30.
  • McCardle, P., Scarborough, H. S., & Catts, H. W. (2001). Predicting, explaining, and preventing children's reading difficulties. Learning Disabilities Research & Practice, 16(4), 230-239.
  • McGee, L. M., & Morrow, M. L. (2005). Teaching literacy in kindergarten. New York: Guilford Press.
  • McGee, L. M., & Richgels, D. J. (2014). Designing early literacy programs: Differentiated instruction in preschool and kindergarten. New York: Guilford Press.
  • Nancollis, A., Lawrie, B. A., & Dodd, B. (2005). Phonological awareness intervention and the acquisition of literacy skills in children from deprived social background. Language, Speech & Hearing Services in Schools, 36(4), 325-352.
  • National Early Literacy Panel [NELP]. (2008). Developing early literacy: Report of the National Early Literacy Panel. Washington, DC: National Institute for Literacy.
  • Pesova, B., Sivevska, D., & Runceva, J. (2014). Early intervention and prevention of students with specific learning disabilities. Procedia-Social and behavioral sciences, 149, 701-708.
  • Pullen, P. C., & Justice, L. M. (2003). Enhancing phonological awareness, print awareness, and oral language skills inpreschool children. Intervention in School and Clinic, 39(2), 87-98.
  • Reutzel, R. (2015). Early literacy research: Findings primary-grade teachers will want to know. The Reading Teacher, 69(1), 14-24.
  • Sarı, B., & Acar, E. A. (2013). Erken çocukluk dönemi fonolojik duyarlılık ölçeği’nin (EÇDFDÖ) geliştirilmesi ve psikometrik özellikleri. Kuram ve Uygulamada Eğitim Bilimleri, 13(4), 2195-2215.
  • Snow, C., Burns, M. S., & Griffin, P. (Eds.). (1998). Preventing reading difficulties in young children. Washington, DC: National Academy Press. http://www.nap.edu/openbook.php?record_id=6023 sayfasından erişilmiştir.
  • Sodoro, J., Allinder, R. M., & Rankin-Erickson, J. L. (2002). Assessment of phonological awareness: Review of methods and tools. Educational Psychology Review, 14(3), 223-260.
  • Spira, E. G., Bracken, S. S., & Fischel, E. J. (2005). Predicting improvement after first grade reading difficulties: The effects of oral language, emergent literacy, and behavior skills. Developmental Psychology, 41, 225-234.
  • 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.
  • Şimşek-Çetin, Ö., & Alisinanoğlu, F. (2013). Okul öncesi dönemdeki çocukların yazı farkındalığını değerlendirme kontrol listesinin geçerlik ve güvenirlik çalışması. Karadeniz Sosyal Bilimler Dergisi, 8, 15-27.
  • Tan, Ş. (2010). Öğretimde ölçme ve değerlendirme. Ankara: Pegem Akademi.
  • Tekindal, S. (Ed.) (2008). Eğitimde ölçme ve değerlendirme. Ankara: Pegem Akademi.
  • van Kleeck, A. (2003). Research on book sharing: Another critical look. In A. van Kleeck, S. A. Stahl, & E. B. Bauer (Eds.), On reading books to children: Parents and teachers (pp. 271-320). Mahwah, NJ: Erlbaum.
  • Vellutino, F., Scanlon, D. M., & Lyon, R. G. (2003). Differentiating between difficult-to-remediate poor readers. Journal of Learning Disabilities, 33(3), 223-239.
  • Walpole, S., Chow, S. M., & Justice, L. M. (2004). Literacy achievements during kindergarten: Examining key contributors in an at-risk sample. Early Education and Development, 15, 245–264.

Validity and Reliability Study of the Preschool Children’s Print Awareness Skills Assessment Form

Year 2020, Volume: 8 Issue: 1, 24 - 43, 30.01.2020

Arzu Doğanay Bilgi , Davut Aslan Gökhan Açıkgöz

https://doi.org/10.16916/aded.613196
Cited By: 6

Abstract

This study aims to develop a valid and reliable assessment instrument that can assess the print awareness skills of preschool children. The research design used was the descriptive survey model. The study group consisted of 216 children - 109 girls and 107 boys, who were between the ages of 48-72 months and displayed normal development. Children in the study group were selected from six kindergartens in four different socio-economic level districts in the city of Ankara. For the validation of the print Assessment Tool for Print Awareness Skills (ATPAS), content and construct validity analyses were done. Expert opinion was obtained for content validity and item analysis was conducted for construct validity. In addition, Confirmatory Factor Analysis was done to determine whether the three-factor model found fit the data. The KR-20 reliability coefficient of the assessment tool was 0.76. As a result, ATPAS was found to be a valid and reliable tool for assessing the print awareness skills of 48-72 month-old children.

Keywords

Assessment early literacy skills preschool education print awareness

References

  • Aram, D., & Biron, S. (2004). Joint storybook reading and joint writing interventions among low SES preschoolers: Differential contributions to early literacy. Early Childhood Research Quarterly, 19, 588-610.
  • Arnold, D. H., & Doctoroff, G. L. (2003). The early education of socioeconomically disadvantaged children. Annual Review of Psychology, 54(1), 517-545.
  • Bayraktar, V. (2013). Okuma-yazmaya hazırlık eğitim programının anasınıfına devam eden 6 yaş grubu çocukların yazı farkındalığı becerilerine ve ilkokul birinci sınıftaki ses farkındalığı ve okuma-yazma becerilerine etkisinin incelenmesi (Doktora tezi, Gazi Üniversitesi, Eğitim Bilimleri Enstitüsü, Ankara). https://tez.yok.gov.tr/UlusalTezMerkezi/ adresinden edinilmiştir.
  • Birden, N. (2015). Oyuncu bulut. Ankara: Kök Yayıncılık.
  • Cabell, S.Q., Justice, L.M., Konold, T.R., & McGinty, A.S. (2011). Profiles of emergent literacy skills among preschool children who are at risk for academic difficulties. Early Childhood Research Quarterly, 26(1), 1-14.
  • Carroll, J. M., Snowling, M. J., Hulme, C., & Stevenson, J. (2003). The development of phonological awareness in preschool children. Developmental Psychology, 39, 913-923.
  • Carroll, J. M., Solity, J., & Shapiro, L. R. (2016). Predicting dyslexia using prereading skills: the role of sensorimotor and cognitive abilities. Journal of Child Psychology and Psychiatry, 57(6), 750-758.
  • Catts, H. W., Fey, M. E., Tomblin, J. B., & Zhang, X. (2002). A longitudinal investigation of reading outcomes in children with language impairment. Journal of Speech, Language, and Hearing Research, 45, 1142–1157.
  • Christie, J., Enz, B., & Vukelich, C. (2003). Teaching language and literacy: Preschool through the elementary grades (2nd ed.). Boston: Allyn & Bacon.
  • Clay, M. (2005). An observation survey of early literacy achievement. (2nd ed.), USA New Zealand: Heinemann.
  • Crocker, L., & Algina, J. (2006). Introduction to classical and modern test theory. Belmont: Wadsworth Pub Co.
  • Çokluk, Ö., Şekercioğlu G., & Büyüköztürk Ş. (2012). Sosyal bilimler için çok değişkenli istatistik SPSS ve LISREL uygulamaları. Ankara: Pegem Yayınları.
  • Ergül, C., Akoğlu, G., Sarıca, A. D., Karaman, G., Tufan, M., Bahap-Kudret, Z., & Deniz, Z. (2016). An adapted dialogic reading program for Turkish kindergarteners from low socio-economic backgrounds. Journal of Education and Training Studies, 4(7), 179-194.
  • Ezell, H. K., & Justice, L. M. (2005). Shared storybook building young children’s language and emergent literacy skill. Baltimore: Paul H. Publishing Co.
  • Farver, J. M., Nakamoto J., & Lonigan C. J. (2007). Assessing preschoolers' emergent literacy skills in english and spanish with the get ready to read! screening tool. Annals of Dyslexia, 57(2), 161-178.
  • Foster, M. A., Lambert, R., Abbott-Shim, M., McCarty, F., & Franze, S. (2005). A model of home learning environment and social risk factors in relation to children's emergent literacy and social outcomes. Early Childhood Research Quarterly, 20(1), 13-36.
  • Ghosh, D.S. (2013). Socioeconomic status links to children's literacy development. Washington University Undergraduate Research Digest, 9(1), 10-15.
  • Hammill, D. D. (2004). What we know about correlates of reading. Exceptional Children, 70, 453–468.
  • Invernizzi, M., Sullivan, A., Meier, J., & Swank, L. (2004). PALS-Pre-K teacher’s manual. University of Virginia, Charlottesville, VA.
  • Israel, S. E. (2008). Early reading first and beyond. London: Corwin Press.
  • Işıkoğlu-Erdoğan, N., Muslugüme, E., Huz, Ç., Yılmaz, G., & Öztürk, B. (2015). Okul öncesi eğitimi döneminde isim yazma becerilerinin incelenmesi. İlköğretim Online, 14(2), 449‐458.
  • Işıtan, S., & Akoğlu, G. (2016). Yazı farkındalığı becerilerinin resimli çocuk kitabı aracılığıyla değerlendirilmesi: Güvenirlik ve geçerlik çalışması. Turkish Studies, 11(3)1333-1352.
  • Justice, L. M., Bowles, R. P., & Skibbe, L. E. (2006). Measuring preschool attainment of print-concept knowledge: A study of typical and at-risk 3-to 5-year-old children using item response theory. Language, Speech, and Hearing Services in Schools, 37(3), 224-235.
  • Justice, L. M., & Ezell, H. K. (2000). Enhancing children’s print and word awareness through home-based parent intervention. American Journal of Speech-Language Pathology, 9(3), 257-269.
  • Justice, L. M., & Ezell, H. K. (2001). Word and print awareness in 4-year-old children. Child Language Teaching and Therapy, 17(3), 207-225.
  • Justice, L. M., & Ezell, H. K. (2002). Use of storybook reading to increase print awareness in at-risk children. American Journal of Speech-Language Pathology, 11(1), 17-29.
  • Justice, L. M., & Ezell, H. K. (2004). Print referencing: An emergent literacy enhancement strategy and its clinical applications. Language, Speech, and Hearing Services in Schools, 35(2), 185-193.
  • Justice, L. M., Pence, K. L., Beckman, A. R., Skibbe, L. E., & Wiggins, A. K. (2005). Scaffolding with storybooks: A guide for enhancing young children’s language and literacy achievement. Newark, DE: International Reading Association.
  • Justice, L. M., & Pullen, P. C. (2003). Promising interventions for promoting emergent literacy skills: Three evidence-based approaches. Topics in Early Childhood Special Education, 23(3), 99-113.
  • Justice, L. M., & Sofka, A. E. (2010). Engaging children with print: Building early literacy skills through quality read-alouds. New York: The Guilford Press.
  • Karaman, G. (2013). Erken okuryazarlık becerilerini değerlendirme aracının geliştirilmesi, geçerlik ve güvenirlik çalışması (Doktora tezi, Gazi Üniversitesi, Eğitim Bilimleri Enstitüsü, Ankara). https://tez.yok.gov.tr/UlusalTezMerkezi/ adresinden edinilmiştir.
  • Kelman, M. E. (2006). An investigation of preschool children’s primary literacy skills (Doctoral dissertation, University of Wichita State, 2006). ProQuest Digital Dissertations, 3261874.
  • Lerkkanen M.K., Rasku-Puttonen H., Aunola, K., & Nurmi, J.E. (2004). Development dynamics of phonemic awareness and reading performance during the first year of primary school. Journal of Early Childhood Research, 2(2), 139-156.
  • Lonigan, C. J., Bloomfield, B. G., Anthony, J. L., Bacon, K. D., Phillips, B. M., & Samwel, C. S. (1999). Relations among emergent literacy skills, behavior problems, and social competence in preschool children from low- and middle-income backgrounds. Topics in Early Childhood Special Education, 19, 40–53.
  • Lovelace, S., & Stewart, S. R. (2007). Increasing print awareness in preschoolers with language impairment using non-evocative print referencing. Language, Speech, and Hearing Services in Schools, 38, 16–30.
  • McCardle, P., Scarborough, H. S., & Catts, H. W. (2001). Predicting, explaining, and preventing children's reading difficulties. Learning Disabilities Research & Practice, 16(4), 230-239.
  • McGee, L. M., & Morrow, M. L. (2005). Teaching literacy in kindergarten. New York: Guilford Press.
  • McGee, L. M., & Richgels, D. J. (2014). Designing early literacy programs: Differentiated instruction in preschool and kindergarten. New York: Guilford Press.
  • Nancollis, A., Lawrie, B. A., & Dodd, B. (2005). Phonological awareness intervention and the acquisition of literacy skills in children from deprived social background. Language, Speech & Hearing Services in Schools, 36(4), 325-352.
  • National Early Literacy Panel [NELP]. (2008). Developing early literacy: Report of the National Early Literacy Panel. Washington, DC: National Institute for Literacy.
  • Pesova, B., Sivevska, D., & Runceva, J. (2014). Early intervention and prevention of students with specific learning disabilities. Procedia-Social and behavioral sciences, 149, 701-708.
  • Pullen, P. C., & Justice, L. M. (2003). Enhancing phonological awareness, print awareness, and oral language skills inpreschool children. Intervention in School and Clinic, 39(2), 87-98.
  • Reutzel, R. (2015). Early literacy research: Findings primary-grade teachers will want to know. The Reading Teacher, 69(1), 14-24.
  • Sarı, B., & Acar, E. A. (2013). Erken çocukluk dönemi fonolojik duyarlılık ölçeği’nin (EÇDFDÖ) geliştirilmesi ve psikometrik özellikleri. Kuram ve Uygulamada Eğitim Bilimleri, 13(4), 2195-2215.
  • Snow, C., Burns, M. S., & Griffin, P. (Eds.). (1998). Preventing reading difficulties in young children. Washington, DC: National Academy Press. http://www.nap.edu/openbook.php?record_id=6023 sayfasından erişilmiştir.
  • Sodoro, J., Allinder, R. M., & Rankin-Erickson, J. L. (2002). Assessment of phonological awareness: Review of methods and tools. Educational Psychology Review, 14(3), 223-260.
  • Spira, E. G., Bracken, S. S., & Fischel, E. J. (2005). Predicting improvement after first grade reading difficulties: The effects of oral language, emergent literacy, and behavior skills. Developmental Psychology, 41, 225-234.
  • 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.
  • Şimşek-Çetin, Ö., & Alisinanoğlu, F. (2013). Okul öncesi dönemdeki çocukların yazı farkındalığını değerlendirme kontrol listesinin geçerlik ve güvenirlik çalışması. Karadeniz Sosyal Bilimler Dergisi, 8, 15-27.
  • Tan, Ş. (2010). Öğretimde ölçme ve değerlendirme. Ankara: Pegem Akademi.
  • Tekindal, S. (Ed.) (2008). Eğitimde ölçme ve değerlendirme. Ankara: Pegem Akademi.
  • van Kleeck, A. (2003). Research on book sharing: Another critical look. In A. van Kleeck, S. A. Stahl, & E. B. Bauer (Eds.), On reading books to children: Parents and teachers (pp. 271-320). Mahwah, NJ: Erlbaum.
  • Vellutino, F., Scanlon, D. M., & Lyon, R. G. (2003). Differentiating between difficult-to-remediate poor readers. Journal of Learning Disabilities, 33(3), 223-239.
  • Walpole, S., Chow, S. M., & Justice, L. M. (2004). Literacy achievements during kindergarten: Examining key contributors in an at-risk sample. Early Education and Development, 15, 245–264.
There are 54 citations in total.

Details

Primary Language Turkish
Subjects Other Fields of Education
Journal Section Articles
Authors

Arzu Doğanay Bilgi 0000-0003-3330-8303

Davut Aslan 0000-0002-6361-7740

Gökhan Açıkgöz 0000-0002-8548-4360

Publication Date January 30, 2020
Published in Issue Year 2020 Volume: 8 Issue: 1

Cite

APA Doğanay Bilgi, A., Aslan, D., & Açıkgöz, G. (2020). Okul Öncesi Dönemdeki Çocukların Yazı Farkındalığı Becerilerini Değerlendirme Aracı’nın Geçerlik ve Güvenirlik Çalışması. Ana Dili Eğitimi Dergisi, 8(1), 24-43. https://doi.org/10.16916/aded.613196

Cited By

OKUMA YAZMAYA HAZIRLIK ÇALIŞMALARINA İLİŞKİN OKUL ÖNCESİ ÖĞRETMEN ADAYLARININ YETERLİKLERİNİN İNCELENMESİ
Atatürk Üniversitesi Kazım Karabekir Eğitim Fakültesi Dergisi
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