Research Article
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Year 2023, Volume: 10 Issue: 2, 26 - 42, 30.03.2023
https://doi.org/10.17275/per.23.27.10.2

Abstract

References

  • Language and Reading Research Consortium. (2015a). The dimensionality of language ability in young children. Child Development, 86, 1948–1965. doi:10.1111/cdev.12450
  • Language and Reading Research Consortium. (2015b). Learning to read: Should we keep things simple? Reading Research Quarterly, 50, 151–169. doi:10.1002/rrq.99
  • Lonigan C. J., Schatschneider C., &Westberg L. (2008). Developing early literacy: Report of the National Early Literacy Panel. In Identification of children’s skills and abilities linked to later outcomes in reading, writing, and spelling (pp. 55-106). Washington, DC: National Institue for Literacy
  • Lonigan, C.J., Burgess, S.R. & Schatschneider, C. (2018). Examining the Simple View of Reading with elementary school children: Still simple after all these years. Remedial Spec. Educ., 39, 260–273
  • Makhoul, B. (2017). Moving beyond phonological awareness: the role of phonological awareness skills in arabic reading development. Journal of Psycholinguistic Research, 46(2), 469-480.
  • Mancilla-Martinez, J., & Lesaux, N. K. (2010). Predictors of reading comprehension for struggling readers: The case of Spanish-speaking language minority children. Journal of Educational Psychology, 102, 701–711. doi:10.1037/ a0019135
  • Mancilla-Martinez, J., & Lesaux, N. K. (2017). Early indicators of later English reading comprehension outcomes among children from Spanish-speaking homes. Scientific Studies of Reading, 21, 428–448. doi:10.1080/ 10888438.2017.1320402
  • Melby-Lervåg, M., Lyster, S.-A. H., &Hulme, C. (2012). Phonological skills and their role in learning to read: A metaanalytic review. Psychological Bulletin, 138, 322–352. doi: 10.1037/a0026744
  • Myers, J. M., & Ankrum, J. W. (2016). Interactive read-alouds: A vehicle for explicit instruction. Making Literacy Connections, 31, 53–62. Retrieved from http://gwread.net/wp-content/uploads/2018/08/2016j.pdf
  • National Early Literacy Panel. (2008). Developing early literacy: Report of the National Early Literacy Panel Executive Summary. Washington, DC: National Institute for Literacy.
  • National Reading Panel. (2000). Report of the National Reading Panel: Teaching children to read. Washington, DC: U.S. Department of Health and Human Services
  • Norton, E. S. & Wolf, M. (2012). Rapid automatized naming (RAN) and reading fluency: implications for understanding and treatment of reading disabilities. Annual Review of Pschology, 63(1), 427-547.
  • Oakhill, J. V., & Cain, K. (2012). The precursors of reading ability in young readers: Evidence from a four-year longitudinal study. Scientific Studies of Reading, 16, 91–121.
  • Oney, B., & Durgunoglu, A. Y. (1997). Beginning to read in Turkish: A phonologically transparent orthography. Applied Psycholinguistics, 18, 1-15.
  • Pears, K. C., Kim, H. K., Fisher, P. A., &Yoerger, K. (2016). Increasing pre-kindergarten early literacy skills in children with developmental disabilities and delays. Journal of School Psychology, 57, 15-27. doi:10.1016/j.jsp.2016.05.004
  • Pfost, M. (2015). Children's phonological awareness as a predictor of reading and spelling. A systematic review of longitudinal research in German-speaking countries. Z. Entwicklungspsychol.PadagogischePyschol, 47(3), 123-138.
  • Pfost, M. (2016). Stability, continuity and interindividual differences in reading competence development. Bamberg: University of Bamberg Press.
  • Phillips, D., & Meloy, B. (2012). High-quality schoolbased pre-k can boost early learning for children with special needs. Exceptional Children, 78, 471–490.
  • Rakhlin, N., Cardoso-Martins, C., &Grigorenko, E. (2014). Phonemic awareness is a more important predictor of orthographic processing than rapid serial naming: Evidence from Russian. Scientific Studies of Reading, 18(6), 395-414. doi:10.1080/10888438.2014.918981.
  • Raman, İ. (2006). On the age-of-acquisition effects in word naming and orthographic transparency: Mapping specific or universal? Visiual cognition, 13 (7), 1044-1053.
  • Raman, İ., Baluch, B., &Besner, D. (2004). On the control of visual word recognition: Changing routes versus changing deadlines. Memory & Cognition, 32 (3), 489-500.
  • Ryder, J. F., Tunmer, W. E., &Greaney, K. T. (2008). Explicit instruction in phonemic awareness and phonemically-based decoding skills as an intervention strategy for struggling readers in whole language classrooms. Reading and Writing, 21, 349–369.

The Role of Early Literacy Skills in Beginning to Read in Turkish: Longitudinal Findings from First Graders

Year 2023, Volume: 10 Issue: 2, 26 - 42, 30.03.2023
https://doi.org/10.17275/per.23.27.10.2

Abstract

The aim of this longitudinal study is to investigate the effects of early literacy skills on beginning to read in a transparent orthography, viz. Turkish. In line with this aim, a total of eighty-four participants were followed from preschool to the end of the first grade and the extent to which participants' early literacy skills in the preschool period predict their future reading performances was examined. All the data gathered in the study were collected individually at one-year intervals. The participants’ early literacy skills were tested by the "Test of Early Literacy (TEL)", reading comprehension skills was obtained with a text containing 162 words and 10 multiple choice questions, reading fluency performances were calculated with the formula of correct number of words per minute. Data were computed through correlation analysis, and hierarchical regression analysis. Results suggest that regarding phonological awareness, early literacy sub-skills, especially those contributing to or serving oral comprehension had positive effects on reading fluency and reading comprehension at the end of the first grade. Valuable conclusions have been drawn from this finding about the role of phonological awareness, and its contribution to reading in an agglutinative orthography such as Turkish. Obtained results are discussed in relation to the literature.

References

  • Language and Reading Research Consortium. (2015a). The dimensionality of language ability in young children. Child Development, 86, 1948–1965. doi:10.1111/cdev.12450
  • Language and Reading Research Consortium. (2015b). Learning to read: Should we keep things simple? Reading Research Quarterly, 50, 151–169. doi:10.1002/rrq.99
  • Lonigan C. J., Schatschneider C., &Westberg L. (2008). Developing early literacy: Report of the National Early Literacy Panel. In Identification of children’s skills and abilities linked to later outcomes in reading, writing, and spelling (pp. 55-106). Washington, DC: National Institue for Literacy
  • Lonigan, C.J., Burgess, S.R. & Schatschneider, C. (2018). Examining the Simple View of Reading with elementary school children: Still simple after all these years. Remedial Spec. Educ., 39, 260–273
  • Makhoul, B. (2017). Moving beyond phonological awareness: the role of phonological awareness skills in arabic reading development. Journal of Psycholinguistic Research, 46(2), 469-480.
  • Mancilla-Martinez, J., & Lesaux, N. K. (2010). Predictors of reading comprehension for struggling readers: The case of Spanish-speaking language minority children. Journal of Educational Psychology, 102, 701–711. doi:10.1037/ a0019135
  • Mancilla-Martinez, J., & Lesaux, N. K. (2017). Early indicators of later English reading comprehension outcomes among children from Spanish-speaking homes. Scientific Studies of Reading, 21, 428–448. doi:10.1080/ 10888438.2017.1320402
  • Melby-Lervåg, M., Lyster, S.-A. H., &Hulme, C. (2012). Phonological skills and their role in learning to read: A metaanalytic review. Psychological Bulletin, 138, 322–352. doi: 10.1037/a0026744
  • Myers, J. M., & Ankrum, J. W. (2016). Interactive read-alouds: A vehicle for explicit instruction. Making Literacy Connections, 31, 53–62. Retrieved from http://gwread.net/wp-content/uploads/2018/08/2016j.pdf
  • National Early Literacy Panel. (2008). Developing early literacy: Report of the National Early Literacy Panel Executive Summary. Washington, DC: National Institute for Literacy.
  • National Reading Panel. (2000). Report of the National Reading Panel: Teaching children to read. Washington, DC: U.S. Department of Health and Human Services
  • Norton, E. S. & Wolf, M. (2012). Rapid automatized naming (RAN) and reading fluency: implications for understanding and treatment of reading disabilities. Annual Review of Pschology, 63(1), 427-547.
  • Oakhill, J. V., & Cain, K. (2012). The precursors of reading ability in young readers: Evidence from a four-year longitudinal study. Scientific Studies of Reading, 16, 91–121.
  • Oney, B., & Durgunoglu, A. Y. (1997). Beginning to read in Turkish: A phonologically transparent orthography. Applied Psycholinguistics, 18, 1-15.
  • Pears, K. C., Kim, H. K., Fisher, P. A., &Yoerger, K. (2016). Increasing pre-kindergarten early literacy skills in children with developmental disabilities and delays. Journal of School Psychology, 57, 15-27. doi:10.1016/j.jsp.2016.05.004
  • Pfost, M. (2015). Children's phonological awareness as a predictor of reading and spelling. A systematic review of longitudinal research in German-speaking countries. Z. Entwicklungspsychol.PadagogischePyschol, 47(3), 123-138.
  • Pfost, M. (2016). Stability, continuity and interindividual differences in reading competence development. Bamberg: University of Bamberg Press.
  • Phillips, D., & Meloy, B. (2012). High-quality schoolbased pre-k can boost early learning for children with special needs. Exceptional Children, 78, 471–490.
  • Rakhlin, N., Cardoso-Martins, C., &Grigorenko, E. (2014). Phonemic awareness is a more important predictor of orthographic processing than rapid serial naming: Evidence from Russian. Scientific Studies of Reading, 18(6), 395-414. doi:10.1080/10888438.2014.918981.
  • Raman, İ. (2006). On the age-of-acquisition effects in word naming and orthographic transparency: Mapping specific or universal? Visiual cognition, 13 (7), 1044-1053.
  • Raman, İ., Baluch, B., &Besner, D. (2004). On the control of visual word recognition: Changing routes versus changing deadlines. Memory & Cognition, 32 (3), 489-500.
  • Ryder, J. F., Tunmer, W. E., &Greaney, K. T. (2008). Explicit instruction in phonemic awareness and phonemically-based decoding skills as an intervention strategy for struggling readers in whole language classrooms. Reading and Writing, 21, 349–369.
There are 22 citations in total.

Details

Primary Language English
Subjects Other Fields of Education
Journal Section Research Articles
Authors

Tevhide Kargın 0000-0002-1243-8486

Birkan Güldenoğlu 0000-0002-9629-1505

Hilal Gengeç 0000-0001-8723-6857

Publication Date March 30, 2023
Acceptance Date January 11, 2023
Published in Issue Year 2023 Volume: 10 Issue: 2

Cite

APA Kargın, T., Güldenoğlu, B., & Gengeç, H. (2023). The Role of Early Literacy Skills in Beginning to Read in Turkish: Longitudinal Findings from First Graders. Participatory Educational Research, 10(2), 26-42. https://doi.org/10.17275/per.23.27.10.2