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Okul Öncesi Öğretmenlerinin Erken Okuryazarlık Bilgi Düzeyini Ölçmeye Yönelik Bilgi Testi Geliştirme Çalışması

Year 2022, Issue: 53, 150 - 172, 30.06.2022
https://doi.org/10.53444/deubefd.981337

Abstract

Erken okuryazarlık tüm öğrencilerin okumayı edinme aşamasının ilk basamağı olan okumaya öğrenmeye hazırbulunuş olma durumudur. Okul öncesi dönemde edinilen bu beceri çocukların ileriki yıllardaki okuma başarısını, dolayısıyla akademik başarısını etkileyecek bir beceridir. Bu nedenle okul öncesi öğretmenlerinin dikkatle üzerinde durması gereken bir konudur. Çocukların akademik yaşantısı için bu kadar önemli bir konunun öğretmenler tarafından da iyice kavranmış olması gerekmektedir. Bunun belirlenebilmesi için bir bilgi testine ihtiyaç olduğu görülmüştür. Bu nedenle; okul öncesi dönemde özel gereksinimli, risk grubu ve normal gelişim gösteren çocuklarla çalışan okul öncesi öğretmenlerinin erken okuryazarlığa ilişkin bilgi düzeylerini belirlemeye yönelik bir bilgi testi geliştirilmesi gerekli görülmüştür. Araştırmaya Ankara ili merkez ilçelerinden 377 gönüllü okul öncesi öğretmeni katılmıştır. Bilgi testi için 54 maddelik erken okuryazarlığın beş temel başlığını içeren madde havuzu oluşturulmuştur. Lawshe (1975) kapsam geçerlik hesaplamaları uygulanmıştır. Hesaplamalar sonucu 34 maddelik uygulama formu elde edilmiştir. 377 öğretmenden alınan veriler ile madde analizi yapılmıştır. Yapılan madde analizi sonucunda 27 maddelik bilgi testi formu elde edilmiştir. Elde edilen bilgi testinin güvenirlik katsayısı (Cronbach’s Alpha) .71 olarak bulunmuştur. Geliştirilen erken okuryazarlık bilgi testinin geçerli ve güvenirlir bir test olduğu ifade edilebilir.

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Year 2022, Issue: 53, 150 - 172, 30.06.2022
https://doi.org/10.53444/deubefd.981337

Abstract

References

  • Adams, M. (1999). Beginning to read: Thinking and learning about print. Cambridge, MA: MIT Press.
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  • Altun, D. ve Tantekin Erden, F. (2016). Okul Öncesi Öğretmen Adaylarının Erken Okuryazarlık ile İlgili Görüşleri ve Staj Uygulamaları. Journal of Kirsehir Education Faculty, 17(1).https://s3.amazonaws.com/academia.edu.documents/45143623/JKEF_17_1_2016_241261.pdf?responsecontentdisposition=inline%3B%20filename%3DOkul_Oncesi_Ogretmen_Adaylarinin_Erken_O.pdf&XAmzAlgorithm adresinden erişildi.
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  • Deretarla Gül, E. ve Bal, B. (2006). Anasınıfı öğretmenlerinin okuma yazmaya hazırlık çalışmalarına ilişkin bakış açıları, sınıf içi kullanılan materyal ve etkinlikler ile çocukların okuma yazmaya ilgilerinin incelenmesi. Çocuk Gelişimi ve Eğitimi Dergisi, 1(2), 33-51. https://dergipark.org.tr adresinden erişildi.
  • Dickinson, D. & Tabors, P. (2001). Beginning literacy with language: Young children learning at home and school. Baltimore: Paul H. Brookes Publishing
  • Dickinson, D. K., & McCabe, A. (2001). Bringing it all together: The multiple origins, skills, and environmental supports of early literacy. Learning Disabilities Research & Practice, 16(4), 186-202. www.academia.edu.tr adresinden erişildi.
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Details

Primary Language Turkish
Subjects Studies on Education
Journal Section Articles
Authors

Emre Laçin 0000-0003-0262-1743

Publication Date June 30, 2022
Published in Issue Year 2022 Issue: 53

Cite

APA Laçin, E. (2022). Okul Öncesi Öğretmenlerinin Erken Okuryazarlık Bilgi Düzeyini Ölçmeye Yönelik Bilgi Testi Geliştirme Çalışması. Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi(53), 150-172. https://doi.org/10.53444/deubefd.981337