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An Essential Component for Good Reading Skill: Spelling

Yıl 2025, Cilt: 13 Sayı: 2, 315 - 333, 30.04.2025

Tuğçe Kaşcı , Kasım Yıldırım , Seçkin Gök

https://doi.org/10.16916/aded.1609631

Öz

It is evident that numerous studies have been conducted on word recognition and reading comprehension skills in the context of the Turkish language. However, studies addressing the cognitive skills that support these foundational skills remain limited. Spelling, as an aspect of writing, is a cognitive skill that directly affects and is associated with word recognition and reading comprehension. Completely mastering a language requires knowledge of the rules of its writing system as well. One of these rules is the correct arrangement of sounds that form words in a language using appropriate letters in the correct sequence. This rule constitutes the element of spelling in the language. At this point, spelling can be described as a productive process that integrates phonological, morphological, and orthographic elements. Even in an alphabetic language like Turkish, students' spelling skills are not at a sufficient level. One of the reasons for this is the lack of emphasis on spelling instruction. In this context, it can be argued that spelling skills have been neglected. Based on this premise, the aim of this study is to comprehensively address spelling as a critical component of reading and writing skills and to reveal the linguistic structures associated with it. Thus, the study is expected to provide researchers and educators with a different perspective on spelling skills. In this study, spelling is examined and presented under the following headings: What is spelling?; phonological, orthographic, and morphological knowledge in spelling development; the relationship between spelling skills and word recognition; the distinction between writing and drawing; spelling learning; the relationship between spelling and reading comprehension; the impact of writing on reading skills; the influence of reading on writing and theories of spelling and writing.

Anahtar Kelimeler

Spelling writing word recognition reading comprehension

Kaynakça

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İyi Bir Okuma Becerisi İçin Önemli Bir Bileşen: Yazım/İmla Bilgisi

Yıl 2025, Cilt: 13 Sayı: 2, 315 - 333, 30.04.2025

Tuğçe Kaşcı , Kasım Yıldırım , Seçkin Gök

https://doi.org/10.16916/aded.1609631

Öz

Türkçe bağlamında kelime tanıma ve okuduğunu anlama becerileri üzerine birçok çalışma yapıldığı görülmektedir. Ancak bu temel becerileri destekleyen bilişsel beceriler çerçevesinde yapılan çalışmalar sınırlıdır. Yazım (imla), yazma becerisinin yanı sıra kelime tanıma ve okuduğunu anlama ile ilişkili olan ve bu becerileri doğrudan etkileyen bilişsel becerilerden biridir. Bir dili bütünüyle öğrenmek o dile ilişkin yazı sisteminin kurallarını da bilmeyi gerektirmektedir. Bu kurallardan biri dildeki kelimeleri oluşturan seslerin doğru harfler kullanılarak ve doğru sıra ile yazılmasıdır. Bu kural, dilin yazım (imla) unsurunu oluşturmaktadır. Bu noktada yazım, sesbilgisel, şekil-biçimsel ve ortografik unsurların bütünleştiği bir üretim süreci olarak ifade edilebilir. Türkçe gibi alfabetik bir dilde dahi öğrencilerin yazım becerisi yeterli düzeyde değildir. Bu durumun nedenlerinden biri yazım öğretimine yeterince önem verilmemesidir. Bu bağlamda yazım becerisinin ihmal edildiği ifade edilebilir. Bu noktadan hareketle bu çalışmanın amacı, okuma ve yazma becerilerinin önemli bir bileşeni olan yazım becerisini kapsamlı bir şekilde ele almak ve bu beceri ile ilişkili dil yapılarını ortaya koymaktır. Böylece çalışmanın, araştırmacılara ve öğretmenlere yazım becerisine ilişkin farklı bir bakış açısı sunacağı düşünülmektedir. Bu çalışmada yazım; yazım/imla bilgisi nedir?, yazım gelişiminde fonolojik, ortografik ve morfolojik bilgiler, yazım becerisi ve kelime tanıma arasındaki ilişki, yazma ve yazının çizimden ayrımı, yazım öğrenimi, yazım ve okuduğunu anlama ilişkisi, yazmanın okuma becerisi üzerindeki etkisi, okumanın yazmaya etkisi, yazım ve yazma teorileri başlıkları altında ele alınmış ve sunulmuştur.

Anahtar Kelimeler

Yazım yazma kelime tanıma okuduğunu anlama

Etik Beyan

Bu çalışmada “Yükseköğretim Kurumları Bilimsel Araştırma ve Yayın Etiği Yönergesi” kapsamında uyulması belirtilen tüm kurallara uyulmuştur. Yönergenin ikinci bölümü olan “Bilimsel Araştırma ve Yayın Etiğine Aykırı Eylemler” başlığı altında belirtilen eylemlerden hiçbiri gerçekleştirilmemiştir.

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  • Rapp, B. ve Lipka, K. (2011). The literate brain: The relationship between spelling and reading. Journal of Cognitive Neuroscience, 23(5), 1180–1197. https://doi.org/10.1162/jocn.2010.21507
  • Ravid, D. (2012). Conclusion: The psycholinguistics of hebrew spelling. Springer. https://doi.org/10.1007/978-1-4419-0588-8_13
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  • Risberg, A., Widlund, A., Hellstrand, H., Vataja, P. ve Salmi, P. (2023). Profiles of reading fluency and spelling skills: Stability and change across the early school years. Scandinavian Journal of Educational Research, 68(6), 1231-1246. https://doi.org/10.1080/00313831.2023.2228822
  • Robinson, M. ve Sorace, A. (2018). The influence of collaborative language learning on cognitive control in unbalanced multilingual migrant children. European Journal of Psychology of Education, 34, 255-272. https://doi.org/10.1007/s10212-018-0377-x
  • Rothe, J., Darcourt, A., Moll, K., Schulte-Körne, G. ve Schmalz, X. (2024). Mediation in the relation of orthographic processing on the lexical and sublexical level with reading and spelling skills. A large cross-sectional study in elementary school children in Germany. Scientific Studies of Reading, 28(5), 510-528. https://doi.org/10.1080/10888438.2024.2352402
  • Rowe, D. (2008). Social contracts for writing: Negotiating shared understandings about text in the preschool. Reading Research Quarterly, 43(1), 66-95. https://doi.org/10.1598/rrq.43.1.5
  • Russak, S. (2019). Reading and spelling processes in EFL amongst Hebrew and Arabic speakers of differing ability levels: similarities and differences. Writing Systems Research, 11(2), 110-1123. https://doi.org/10.1080/17586801.2020.1751773
  • Sandra, S. (2019). Orthography and cognition. In J. O. Östman ve J. Verschueren (Eds.), Handbook of pragmatics (pp. 149-180). Netherlands: John Benjamins Publishing Company.
  • Scharer, P. ve Zutell, J. (2013). The development of spelling. In The SAGE handbook of early childhood literacy (pp. 448-482). SAGE Publications. https://doi.org/10.4135/9781446247518
  • Schmalz, X., Treccani, B. ve Mulatti, C. (2019). Developmental dyslexia, reading acquisition, and statistical learning: A sceptic’s guide. Brain Sciences, 11(9), 1143. https://doi.org/10.3390/brainsci11091143
  • Schultz, K. ve Fecho, B. (2000). Society's child: Social context and writing development. Educational Psychologist, 35(1), 51-62. https://doi.org/10.1207/S15326985EP3501_6
  • Seidenberg, M. S. (2011). Reading in different writing systems: One architecture, multiple solutions. In P. McCardle, J. Ren ve O. Tzeng (Eds.), Dyslexia across languages: Orthography and the gene-brain-behavior link (pp. 146–168). United States: Paul H. Brookes Publishing.
  • Seifart, F. (2006). Orthography development. In N. H. J. Gippert ve U. Mosel (Ed.), Essentials of language documentation (pp. 275-300). Germany: De Gruyter Mouton. https://doi.org/10.1515/9783110197730.275
  • Shahar-Yames, D. ve Share, D. L. (2008). Spelling as a self-teaching mechanism in orthographic learning. Journal of Research in Reading, 31(1), 22-39. https://doi.org/10.1111/j.1467-9817.2007.00359.x
  • Shanahan, T. (2016). Relationships between reading and writing development. In C. A. MacArthur, S. Graham ve J. Fitzgerald (Eds.), Handbook of writing research (pp. 194-207). United States: The Guilford Press.
  • Share, D. L. (1995). Phonological recoding and self-teaching: Sine qua non of reading acquisition. Cognition, 55(2), 151-218. https://doi.org/10.1016/0010-0277(94)00645-2
  • Sönmez, E. (2015). An investigation of spelling skills in Turkish: The role of phonological encoding and rapid naming in the literacy skills of third and fourth graders [Yayınlanmamış doktora tezi]. Boğaziçi Üniversitesi Sosyal Bilimler Enstitüsü, İstanbul.
  • Strehlow, U., Haffner, J., Busch, G., Pfüller, U., Rellum, T. ve Zerahn-Hartung, C. (1999). An Schwächen üben oder durch Stärken ausgleichen? Vergleich zweier Strategien in der Förderung von Kindern mit einer umschriebenen Lese-Rechtschreib-Schwäche. Zeitschrift Für Kinder- Und Jugendpsychiatrie Und Psychotherapie, 27(2), 103-113. https://doi.org/10.1024//1422-4917.27.2.103
  • Taha, H. ve Saiegh-Haddad, E. (2016). The role of phonological versus morphological skills in the development of Arabic spelling: An intervention study. Journal of Psycholinguistic Research, 45(3), 507-535. https://doi.org/10.1007/s10936-015-9362-6
  • Templeton, S. (1992). New trends in an historical perspective: Old story, new resolution. S. Templeton ve D. R. Bear (Ed.), Development of orthographic knowledge and the foundations of literacy içinde (s. 115-135). New Jersey: Lawrence Erlbaum Associates.
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  • Tolchinsky-Landsmann, L. ve Karmiloff-Smith, A. (1992). Children's understanding of notations as domains of knowledge versus referential-communicative tools. Cognitive Development, 7(3), 287-300. https://doi.org/10.1016/0885-2014(92)90017-L
  • Treiman, R. (1991). Phonological awareness and its roles in learning to read and spell. In D. J. Sawyer ve B. J. Fox (Eds.), Phonological awareness in reading: The evolution of current perspectives (pp. 159-189). Springer. https://doi.org/10.1007/978-1-4612-3010-6_6
  • Treiman, R. (1994). Use of consonant letter names in beginning spelling. Developmental Psychology, 30(4), 567-580.
  • Treiman, R. (2017). Learning to spell words: Findings, theories, and issues. Scientific Studies of Reading, 21(4), 265–276. https://doi.org/10.1080/10888438.2017.1296449
  • Treiman, R. (2018). Teaching and learning spelling. Child Development Perspectives, 12(4), 235-239. https://doi.org/10.1111/cdep.12292
  • Treiman, R. (2020). Learning to write words. Current Directions in Psychological Science, 29(5), 521-526. https://doi.org/10.1177/0963721420951585
  • Treiman, R. ve Bourassa, D. (2000). The development of spelling skill. Topics in Language Disorders, 20(3), 1-18. https://doi.org/10.1097/00011363-200020030-00004
  • Treiman, R. ve Cassar, M. (1997). Spelling acquisition in English. In C. A. Perfetti, L. Rieben ve M. Fayol (Eds.), Learning to spell (pp. 61-80). United States: Lawrence Erlbaum Associates.
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  • Treiman, R., Hulslander, J., Willcutt, E., Pennington, B. F. ve Olson, R. K. (2024). On the relationship between word reading ability and spelling ability. Reading and Writing, 37(7), 1-23. https://doi.org/10.1007/s11145-024-10566-z
  • Tynjala, P. E., Mason, L. E. ve Lonka, K. E. (2001). Writing as a learning tool: Integrating theory and practice: Studies in writing. New York: Kluwer Academic Publishers.
  • Uzunoğlu, D., Gök, S. ve Yıldırım, K. (2022). Kelime tanıma becerisinin önemi. Ana Dili Eğitimi Dergisi, 10(2), 475-506. https://doi.org/10.16916/aded.1069652
  • Vaisman, E. ve Kahn-Horwitz, J. (2020). English foreign language teachers' linguistic knowledge, beliefs, and reported practices regarding reading and spelling instruction. Dyslexia, 26(3), 305-322. https://doi.org/10.1002/dys.1608
  • Veeravagu, J., Muthusamy, C., Marimuthu, R. ve Michael, A. S. (2010). Using Bloom’s Taxonomy to gauge students’ reading comprehension performance. Canadian Social Science, 6(3), 205-212.
  • Vygotsky, L. (1978). Mind and society. Harvard: Harvard University Press.
  • Walter, C. (2007). First-to-second-language reading comprehension: Not transfer, but access. International Journal of Applied Linguistics, 17(1), 14-37.
  • Witzel, B., Görgen-Rein, R., Galuschka, K., Huemer, S., del Toro, I. C., Schulte-Körne, G. ve Moll, K. (2024). Digital game-based spelling intervention for children with spelling deficits: A randomized controlled trial. Learning and Instruction, 89(1), 1-10. https://doi.org/10.1016/j.learninstruc.2023.101842
  • Yamagata, K. (2007). Differential emergence of representational systems: Drawings, letters, and numerals. Cognitive Development, 22(2), 244-257. https://doi.org/10.1016/j.cogdev.2006.10.006
  • Yassin, D., Share, D. L. ve Shalhoub-Awwad, Y. (2020). Learning to spell in Arabic: The impact of script- specific visual-orthographic feature. Frontiers in Psychology, 11, 2059. https://doi.org/10.3389/fpsyg.2020.02059
  • Zarić, J., Hasselhorn, M. ve Nagler, T. (2021). Orthographic knowledge predicts reading and spelling skills over and above general intelligence and phonological awareness. European Journal of Psychology of Education, 36(1), 21-43. https://doi.org/10.1007/s10212-020-00464-7
  • Zhao, Y., Wu, X. ve Li, L. (2023). How does spelling contribute to reading comprehension in Chinese beginning readers? Testing the mediating role of word reading fluency. Journal of Research in Reading, 46(4), 393-410. https://doi.org/10.1111/1467-9817.12434
Toplam 130 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Türkçe Eğitimi
Bölüm Makaleler
Yazarlar

Tuğçe Kaşcı 0000-0001-6240-5482

Kasım Yıldırım 0000-0003-1406-709X

Seçkin Gök 0000-0001-6095-9828

Yayımlanma Tarihi 30 Nisan 2025
Gönderilme Tarihi 29 Aralık 2024
Kabul Tarihi 28 Şubat 2025
Yayımlandığı Sayı Yıl 2025 Cilt: 13 Sayı: 2

Kaynak Göster

APA Kaşcı, T., Yıldırım, K., & Gök, S. (2025). İyi Bir Okuma Becerisi İçin Önemli Bir Bileşen: Yazım/İmla Bilgisi. Ana Dili Eğitimi Dergisi, 13(2), 315-333. https://doi.org/10.16916/aded.1609631

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Ana Dili Eğitimi Dergisi Creative Commons Alıntı-Gayriticari 4.0 Uluslararası Lisansı ile lisanslanmıştır.