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Anne Eğitim Düzeyi, Sözcük Bilgisi ve Sesbilgisel Farkındalık Becerilerinde Bir Risk Faktörü mü?

Year 2020, Volume: 21 Issue: 4, 711 - 735, 01.12.2020
https://doi.org/10.21565/ozelegitimdergisi.589613

Abstract

Araştırmada, anasınıfına devam
eden ve düşük anne eğitim düzeyine sahip çocukların sözcük bilgisi ve
sesbilgisel farkındalık becerilerinin gelişimsel profillerinin daha üst anne
eğitim düzeyine sahip çocuklarla karşılaştırmalı olarak incelenmesi
amaçlanmıştır. Çocuklar anasınıfının güz, bahar ve birinci sınıfın güz
döneminde değerlendirilmiştir. Araştırmaya normal gelişim gösteren ve anadili
Türkçe olan 531 çocuk katılmıştır. Çocukların sözcük bilgileri Türkçe İfade
Edici ve Alıcı Dil Testi, sesbilgisel farkındalık becerileri ise Erken
Okuryazarlık Testinin Sesbilgisel Farkındalık alt alanı ile
değerlendirilmiştir. Anne eğitim düzeyleri, ilkokul, ortaokul, lise, lisans ve
lisansüstü olmak üzere beş düzeyde sınıflandırılmıştır. Karma model varyans
analizi ile gerçekleştirilen analizler sonucunda anne eğitim düzeyleri farklı
olan çocukların sözcük bilgileri ve sesbilgisel farkındalık becerilerinin üç
dönem için benzer oranda değişim gösterdiği belirlenmiştir. Anneleri ilkokul,
ortaokul ve lise mezunu olan çocuklar sözcük bilgisi ve sesbilgisel farkındalık
becerilerinde anneleri lisans ve lisansüstü mezunu olan çocuklara göre daha düşük
performans göstermişlerdir. Sonuçlar bu becerilerde düşük performans göstererek
anasınıfına başlayan çocukların ilerleyen dönemlerde de düşük performans
göstermeye devam ettiklerini ve bu açıdan risk grubunda
değerlendirilebileceklerini göstermektedir. 

Supporting Institution

Tübitak

Project Number

215K027

References

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Year 2020, Volume: 21 Issue: 4, 711 - 735, 01.12.2020
https://doi.org/10.21565/ozelegitimdergisi.589613

Abstract

Project Number

215K027

References

  • Altun, D. (2016). Okul öncesi dönem erken okuryazarlık becerilerinin ev içi ve sınıf okuryazarlık ortamları ile olan ilişkinin çok düzeyli analizi. Yayınlanmamış Doktora Tezi, Orta Doğu Teknik Üniversitesi, Sosyal Bilimler Enstitüsü, Ankara.
  • Aram, D. (2005). Continuity in childrenʼs literacy achievements: A longitudinal perspective from kindergarten to school. First Language, 25, 259–289. doi: 10.1177/0142723705050339
  • Bishop, D. V. M., & Adams, C. (1990). A prospective study of the relationship between specific language impairment, phonological disorders and reading retardation. Journal of Psychiatry and Allied Disciplines, 31, 1027-1050. doi: 10.1111/j.1469-7610.1990.tb00844.x
  • Bracken, S. S., & Fischel, J. E. (2008). Family reading behavior and early literacy skills in preschool children from lowincome backgrounds. Early Educational Development, 19, 45–67. doi: 10.1080/10409280701838835
  • Brooks-Gunn, J., & Duncan, G. J. (1997). The effects of poverty on children. The Future of Children, 7, 55–71. doi: 10.2307/1602387
  • Büyüköztürk, Ş., Çakmak, K. E., Akgün E. Ö., Karadeniz Ş. ve Demirel F. (2012). Bilimsel Araştırma Yöntemleri. (13. Basım). Ankara: Pegem A Yayıncılık.
  • Byrne, B., Coventry, W. L., Olson, R. K., Samuelsson, S., & Corley, R., et al. (2009) Genetic and environmental influences on aspects of literacy and language in early childhood: Continuity and change from preschool to Grade 2. Journal of Neurolinguistics, 22, 219-236. doi: 10.1016/j.jneuroling.2008.09.003
  • Cabell, S. Q., Justice, L. M., Piasta, S. P., Curenton, S. M., Wiggins, A., & Pence Turnbull, K., et al. (2011). The impact of teacher responsivity education on preschoolers’ language and literacy skills. American Journal of Speech-Language Pathology, 20, 315–330. doi: 10.1044/1058-0360(2011/10-0104)
  • Campbell, T. F., Dollaghan, C. A., Rockette, H. E., Paradise, J. L., Feldman, H. M., & Shriberg, L. D., et al. (2003). Risk factors for speech delay of unknown origin in 3-year-old children. Child Development, 74, 346–357. PubMed: 12705559.
  • Carroll, J. M., Maughan, B., Goodman, R., & Meltzer, H. (2005). Literacy difficulties and psychiatric disorders: Evidence for comorbidity. Journal of Child Psychology and Psychiatry, 46(5), 524–532. doi: 10.1111/j.1469-7610.2004.00366.x
  • Christian, K., Morrison, F. J., & Bryant, F. B. (1998). Predicting kindergarten academic skills: interactions among child care, maternal education, and family literacy environments. Early Childhood Research Quarterly, 13(3), 501-521. doi: 10.1016/S0885-2006(99)80054-4
  • Clarke-Stewart, K. A., & Beck, R. J. (1999). Maternal Scaffolding and Children’s Narrative Retelling of A Movie Story. Early Childhood Research Quarterly 14, 409–434. doi: 10.1177/001440291107700306
  • Cook, J. R., & Kilmer, R. P. (2010). Defining the scope of systems of care: An ecological perspective. Evaluation and Program Planning, 33(1), 18-20. doi: 10.1016/j.evalprogplan.2009.05.006.
  • Darling, S., & Westberg, L. (2004). Parent involvement in children's acquisition of reading. Reading Teacher, 57(8), 774-776.
  • DeBaryshe, B. D., Binder, J. C., & Buell, M. J. (2000). Mothers’implicit theories of early literacy instruction: Implications for children’s reading and writing. Early Child Development and Care, 160, 119–131. doi: 10.1080/0030443001600111
  • Delgado, C. E. F., Vagi, S. J., & Scott, K. G. (2005). Early risk factors for speech and language impairments. Exceptionality, 13, 173–191. doi: 10.1207/s15327035ex1303_3
  • Denton, K., & West, J. (2002). Children’s reading and mathematics achievement in kindergarten and first grade Washington, DC: U.S. Department of Education, National Center for Education Statistics.
  • Dickinson, D. K., Golinkoff, R. M., & Hirsh-Pasek, K. (2010). Speaking out for language: Why language is central to reading development. Educational Researcher, 39, 305–310. doi: 10.3102/0013189X10370204
  • Dickinson, D. K. (2011). Teachers’ language practices and academic outcomes of preschool children. Science, 333, 964–967. doi: 10.1126/science.1204526
  • Dodge, K. A., Petit, G. S., & Bates, J. E. (1994). Socialization mediators of the relation between socioeconomic status and child conduct problems. Child Development, 65, 649–665. doi: 10.2307/1131407
  • Dollaghan, C. A., Campbell, T. F., Paradise, J. L., Feldman, H. M., Janosky, J. E., Pitcairn, D. N., et al. (1999). Maternal education and measures of early speech and language. Journal of Speech, Language, and Hearing Research, 42, 1432–1443. PMID: 10599625
  • Duncan, G., Brooks-Gunn, J., & Klebanov, P. K. (1994). Economic deprivation and early childhood development. Child Development, 65, 296–318. doi: 10.2307/1131385
  • Duncan, G. J., & Magnuson, K. (2012). Socioeconomic status and cognitive functioning: Moving from correlation to causation. Cognitive Science, 3, 377–386. doi: 10.1002/wcs.1176
  • Entwisle, D. R., & Alexander, K. L. (1993). Entry into scholl: The beginning school transition and educational stratification in the United States. Annual Review Sociology, 19, 401-423. doi: 10.1146/annurev.so.19.080193.002153
  • Esaspehlivan, M. (2006). Okul öncesi eğitim kurumuna gitmiş ve gitmemiş 78 ve 68 aylık çocukların okula hazır bulunuşluklarının karşılaştırılması. Yayınlanmamış Yüksek Lisans Tezi, Marmara Üniversitesi Eğitim Bilimleri Enstitüsü, İstanbul.
  • Ergül, C. (2012). Okumada güçlük yaşayan öğrencilerin okuma performanslarının öğrenme güçlüğü riski açısından değerlendirilmesi. Kuram ve Uygulamada Eğitim Bilimleri, 12(3), 2033-2057.
  • Farkas, G., & Beron, K. (2004). The detailed age trajectory of oral vocabulary knowledge: Differences by class and race. Social Science Research, 33, 464–497. doi: 10.1016/j.ssresearch.2003.08.001
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Details

Primary Language Turkish
Journal Section Articles
Authors

Cevriye Ergül 0000-0001-6793-6469

Burcu Kılıç Tülü This is me 0000-0002-9623-8392

Ergül Demir 0000-0002-3708-8013

Gözde Akoğlu 0000-0002-3685-4310

Meral Çilem Ökcün Akçamuş 0000-0003-3297-9711

Zeynep Bahap Kudret 0000-0001-5192-0892

Project Number 215K027
Publication Date December 1, 2020
Published in Issue Year 2020 Volume: 21 Issue: 4

Cite

APA Ergül, C., Kılıç Tülü, B., Demir, E., Akoğlu, G., et al. (2020). Anne Eğitim Düzeyi, Sözcük Bilgisi ve Sesbilgisel Farkındalık Becerilerinde Bir Risk Faktörü mü?. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 21(4), 711-735. https://doi.org/10.21565/ozelegitimdergisi.589613

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