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Erken Okuryazarlık Becerilerini Değerlendirme ve Müdahale Araçlarının İncelenmesi

Year 2023, Volume: 5 Issue: 1, 59 - 71, 30.06.2023

Hilal Gengeç Şermin Aygürt

https://doi.org/10.47770/ukmead.1204387

Abstract

Erken okuryazarlık becerileri, okul öncesi dönemde çocuğun okuma- yazmaya yönelik sahip olması gereken önkoşul bilgi beceri ve tutumların tümü olarak tanımlanmaktadır. Başarılı okuma performansının temel yordayıcılarından biri olarak kabul edilen erken okuryazarlık becerileri, öncelikle standart araçlarla değerlendirme yapabilmek, bu becerilerde sınırlılığı olan ve okuma açısından risk grubunda olması olası olan çocukları belirleyebilmek ve ardından da etkili müdahaleler hazırlayabilmek için oldukça önemlidir. Bu çalışmada uluslararası alanda ve ülkemizde erken okuryazarlık becerilerini değerlendirmek amacıyla geliştirilen standart değerlendirme araçları ile Türkiye’ deki erken okuryazarlık becerilerini desteklemede kullanılan müdahale programlarının tanıtılması amaçlanmıştır. Bu araştırmanın, erken okuryazarlık becerilerinin değerlendirilmesinde kullanılan ölçme araçlarına ve müdahale programlarına yönelik güncel durumu ortaya koyması ve bu alanda çalışan öğretmen, uygulamacı ve araştırmacılara ışık tutması beklenmektedir.

Keywords

erken okuryazarlık değerlendirme müdahale

References

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Assessment of Early Literacy Skills and Investigation of Intervention Tools

Year 2023, Volume: 5 Issue: 1, 59 - 71, 30.06.2023

Hilal Gengeç Şermin Aygürt

https://doi.org/10.47770/ukmead.1204387

Abstract

Early literacy skills are defined as all of the prerequisite knowledge, skills and attitudes that a child must have towards reading and writing in the preschool period. Early literacy skills, which are considered as one of the main predictors of successful reading performance, are very important in order to be able to evaluate with standard tools, to identify children who have limited these skills and who are likely to be in the risk group in terms of reading, and then to prepare effective interventions. In this study, it is aimed to introduce the standard assessment tools developed in order to evaluate early literacy skills in the international arena and in our country. In addition, the use of intervention programs to support early literacy skills in Turkey aimed to be introduced. This research is expected to reveal the current situation regarding measurement tools and intervention programs used in the assessment of early literacy skills and to shed light on teachers, practitioners and researchers working in this field.

Keywords

Assessment early literacy intervention

References

  • Aarnoutse, C., Van Leeuwe, J. & Verhoeven, L. (2005). Early literacy from a longitudinal perspective. Educational Research and Evaluation, 11(3), 253-275.
  • Akdal, D & Kargın, T. (2019). Sesbilgisel Farkındalık Becerilerini Desteklemeye Yönelik SESFAR Müdahale Programının Etkililiğinin İncelenmesi. Kastamonu Eğitim Dergisi, 27 (6), 2609-2620. DOI: 10.24106/kefdergi.3459
  • Akoğlu G. & Turan F. (2012). Eğitsel müdahale yaklaşımı olarak sesbilgisel farkındalık: zihinsel engelli çocuklarda okuma becerilerine etkileri. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi,42,11-22.
  • Anthony, J. L., & Francis, D. (2005). Development of phonological awareness. Current Directions in Psychological Science, 14, 255–258. https://doi.org/10.1111/j.0963- 7214.2005.00376.x
  • Armbruster, B. B., Lehr, F. & Osborn, J. (2003). Put reading first: The research building blocks for teaching children to read: Kindergarten through grade 3. Jessup, MD: National Institute for Literacy.
  • Babayiğit, S. & Stainthorp, R. (2013), Correlates of early reading comprehension skills: A componential analysis. Educational Psychology, 1-23.
  • Bennett-Armistead, V. S., Duke, N. K. & Moses, A. M. (2005). Literacy and the youngest learner best practices for educators of children from birth to 5. USA: Scholastic Inc.
  • Bus, A. G. & Van IJzendoorn, M. H. (1999). Phonological awareness and early reading: A meta-analysis of experimental training studies. Journal of Educational Psychology, 91, 403–414.
  • Büyüktaşkapu, S. (2012). Mountain shadows fonolojik farkındalık ölçeğinin (ms-pas) Türkçe’ye uyarlanması geçerlik güvenirlik çalışması, International Online Journal of Educational Sciences, 4(2), 509-518.
  • 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- 14.
  • Casey, A. & Howe, K. (2002). Best practices in early literacy skills. In A. Thomas ve J. Grimes (Eds.), Best practices in school psychology IV (pp. 721-735). Bethesda, MD: NASP.
  • Clay, M. M. (2000). Concepts about print. Singapore: Heinemann
  • Cooper, D. H., Roth, F. P., Speece, D. L. & Schatschneider, C. (2002). The contribution of oral language skills to the development of phonological awareness. Applied Psycholinguistics, 23, 399–416.
  • Cossu, G., Shankweiler, D., Liberman, I., Katz, L., & Tola, G. (1988). Awareness of phonological segments and reading ability in Italian children. Applied Psycholinguistics, 9(1), 1-16. https://doi.org/10.1017/S0142716400000424
  • Cunningham, E. A. & Stanovich, E. K. (1997). Early reading acquisition and its relation to reading experience and ability 10 years later. Developmental Psychology, 33, 934-945.
  • Diamond, K. E., Gerde, H. K., & Powell, D. R. (2008). Development in early literacy skills during the pre-kindergarten year in Head Start: Relations between growth in children's writing and understanding of letters. Early Childhood Research Quarterly, 23(4), 467–478.
  • Dickinson, D. K. & McCabe, A. (2001). Bringing it all together: The multiple origins, skills and environmental supports of early literacy. Learning Disabilities Research and Practice, 16(4), 186-202.
  • Dunn, L. M., & Dunn, D. M. (2007). Peabody Picture Vocabulary Test-IV.Circle Pines, MN: American Guidance Service.
  • Durgunoğlu, A. Y., & Öney, B. (1999). A cross-linguistic comparison of phonological awareness and word recognition. Reading and Writing, 11, 281–299. https://doi.org/10.1023/A:1008093232622
  • Ekici- Kaynak, K. B., İmir, H. M. & Temel, Z. F. (2020). İlkokul algısı yazı farkınalığı becerilerine göre değişmekte midir? Anadili Eğitimi Dergisi, 8 (3), 753- 776.
  • Erdoğan, Ö. (2011). İlk okuma-yazma süreci için önemli bir beceri: Fonolojik farkındalık. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 24(1), 161-180.
  • Ergül, C, Sarıca, A. & Akoğlu, G. (2016). Etkileşimli Kitap Okuma: Dil ve Erken Okuryazarlık Becerilerinin Geliştirilmesinde Etkili Bir Yöntem. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 17, (02), 193-206. DOI: 10.21565/ozelegitimdergisi.246307
  • 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.
  • Frost, R. (1998). Toward a strong phonological theory of visual word recognition: True issues and false trials. Psychological Bulletin, 123, 71-99.
  • Good, R. H., & Kaminski, R. A. (Eds.). (2002). Dynamic Indicators of Basic Early Literacy Skills (6th ed.). Eugene, OR: Institute for the Development of Educational Achievement.
  • Gough, P. B. & Tunmer, W.E. (1986). Decoding, reading and reading disability. Remedial and Special Education, 7, 6-10.
  • Güldenoğlu, B., Kargin, T. & Miller, P. (2015). Okuma güçlüğü olan ve olmayan öğrencilerin cümle anlama becerilerinin incelenmesi. Türk Psikoloji Dergisi, 30 (76), 82-96.
  • Güldenoğlu, B., Kargın, T. & Ergül, C. (2016). Sesbilgisel Farkındalık Becerilerinin Okuma ve Okuduğunu Anlama Üzerindeki Etkisi: Boylamsal Bir Çalışma. İlköğretim Online, 15(1), 251-272.
  • Hjetland, H. N., Lervåg, A., Lyster, S.-A. H., Hagtvet, B. E., Hulme, C., & Melby-Lervåg, M. (2019). Pathways to reading comprehension: A longitudinal study from 4 to 9 years of age. Journal of Educational Psychology, 111(5), 751-763.
  • Invernizzi, M., Sullivan, A., Meier, J., & Swank, L. (2004). Phonological Awareness and Literacy Screening–PreK. Charlottesville: University of Virginia Press.
  • Isbell, R., Sobol, J., Lindauer, L., & Lowrance, A. (2004). The effects of storytelling and story reading on the oral language complexity and story comprehension of young children. Early Childhood Education Journal, 32 (2), 157–163.
  • Juel, C. (1988). Learning to read and write: A longitudinal study of 54 children from first through fourth grades. Journal of Educational Psychology, 80(4), 437–447.
  • 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.
  • Kamhi, A. G., & Catts, H. W. (1986). Toward an understanding of developmental language and reading disorders. Journal of Speech & Hearing Disorders, 51(4), 337–347.
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There are 78 citations in total.

Details

Primary Language Turkish
Subjects Studies on Education
Journal Section Articles
Authors

Hilal Gengeç 0000-0001-8723-6857

Şermin Aygürt 0000-0002-0497-6698

Publication Date June 30, 2023
Published in Issue Year 2023 Volume: 5 Issue: 1

Cite

APA Gengeç, H., & Aygürt, Ş. (2023). Erken Okuryazarlık Becerilerini Değerlendirme ve Müdahale Araçlarının İncelenmesi. Uluslararası Karamanoğlu Mehmetbey Eğitim Araştırmaları Dergisi, 5(1), 59-71. https://doi.org/10.47770/ukmead.1204387
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