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Ses Bilgisi Farkındalık Programının Birinci Sınıf Öğrencilerinin Sesbilgisel Farkındalık Becerilerinin Gelişimine Etkisi*

Year 2020, Volume: 9 Issue: 1, 308 - 331, 18.03.2020

İclal Gökkuş , Hayati Akyol

Abstract

Araştırmanın amacı Ses Bilgisi Farkındalık Programının (SBFP), ilkokul birinci sınıf öğrencilerinin sesbilgisel farkındalık becerilerininin (1-uyak farkındalığı, 2-kelime farkındalığı, 3- hece farkındalığı, 4-ilk ses-son ses farkındalığı ve 5-sesbirim farkındalığı becerilerinin) gelişimine olan etkisini belirlemektir. Araştırma ön test-son test kontrol gruplu yarı deneysel desende olarak planlanmıştır. Araştırmanın çalışma grubunu, Sivas il merkezinde orta sosyo-ekonomik düzeydeki bir devlet ilkokulunun iki şubesinde öğrenim gören toplam 47 normal gelişim gösteren birinci sınıf öğrencisi oluşturmaktadır. Deney grubunda 24; kontrol grubunda 23 öğrenci yer almaktadır. Araştırmada veri toplama aracı olarak “Ses Bilgisi Farkındalık Ölçeği” ve “Fonolojik Farkındalık Ölçeği” kullanılmıştır. Deney ve kontrol gruplarına ön test uygulandıktan sonra, deney grubundaki çocuklara araştırmacı tarafından Ses Bilgisi Farkındalık Programında yer alan etkinlikler 40 oturumda, sekiz hafta boyunca ve haftada beş gün 30 dakikalık oturumlar şeklinde uygulanmıştır. Deney ve kontrol grubunun gelişim düzeyinin (ön test-son test) anlamlı olup olmadığının incelenmesinde, bağımlı örneklem t-testi ve Wilcoxon İşaretli Sıralar Testi yapılmıştır. Yapılan gruplararası karşılaştırmalarda deneysel işlem sonrası (son test) deney ve kontrol grubu arasındaki farkın anlamlılığının incelenmesinde, bağımsız örneklem t-testi ve Mann-Whitney U Testi kullanılmıştır. Araştırma sonucunda deney grubunun kontrol grubuna göre uyak farkındalığı, kelime farkındalığı, hece farkındalığı, ilk-son ses farkındalığı ve sesbirim farkındalığı alt testlerinde anlamlı düzeyde bir farklılık gösterdiği görülmüştür. Bu bulgu, Ses Bilgisi Farkındalık Programının, uyak farkındalığı, kelime farkındalığı, hece farkındalığı, ilk-son ses farkındalığı ve sesbirim farkındalığı becerilerini geliştirmede etkili olduğunu göstermektedir.

Keywords

Sesbilgisel farkındalık uyak farkındalığı kelime farkındalığı hece farkındalığı ilk-son ses farkındalığı sesbirim farkındalığı

References

  • Adams, M. J., Foorman, B. R., Lundberg, I., & Beeler, T. (2002). Phonemic awareness in young children: A classroom curriculum. Baltimore: Paul H. Brookes.
  • Aidinis, A., & Nunes, T. (2001). The role of different levels of phonological awareness in the development of reading and spelling in Greek. Reading and Writing, 14(1-2), 145-177.
  • Akoğlu, G., & Turan, F. (2012). Phonologıcal awareness as an educatıonal ınterventıon approach: effects on readıng skılls wıth mentally retarded chıldren. Hacettepe Unıversıtesı Egıtım Fakultesı Dergısı-Hacettepe Unıversıty Journal Of Educatıon, (42), 11-22.
  • Al Otaiba, S., Puranik, C., Zilkowski, R. & Curran, T. (2009). Effectiveness of early phonological awareness ınterventions for students with speech or language ımpairments. J Spec Educ, 43(2), 107-128.
  • Allaın, S. M.(2001). Effectıveness of a phonemıc awareness ınterventıon wıth four- and fıve-year-olds. Doctoral Dissertation, The Texas Woman's Unıversıty, USA.
  • Allor, J. H. (2002). The relationships of phonemic awareness and rapid naming to reading development. Learning Disability Quarterly, 25(1), 47-57.
  • Aron, A., Aron. E. ve Elliot, C. (2014). Statistics for psychology (6. baskı). London: Pearson.
  • Badian, N. A. (1993). Phonemic awareness, naming, visual symbol processing, and reading. Reading and Writing, 5(1), 87-100.
  • Bayraktar, V. (2013). Okuma-yazmaya hazırlık eğitim programının anasınıfına devam eden 6 yaş grubu çocukların yazı farkındalığı becerilerine ve ilkokul birinci sınıftaki ses farkındalığı ve okuma-yazma becerilerine etkisinin incelenmesi. Doktora Tezi. Gazi Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.
  • Bentin, S. (1992). Phonological awareness, reading, and reading acquisition: A survey and appraisal of current knowledge. In Advances in psychology (Vol. 94, pp. 193-210). North-Holland.
  • Biwer, D. L. (2002). Effects of three phonological awareness programs on kindergarten students ıdentified as at risk for reading failure. Doctoral Dissertation, Loyola University Chıcago, USA.
  • Bjarnadóttir, G. (2003). The effects of phonological awareness instruction on phonological awareness and reading skills. Doctoral Dissertation, Pennsylvania State University, USA.
  • Blachman, B. A. (2000). Phonological awareness. M. Kamil, Pr Mosenthal, D. Pearson, R. Barr (Ed.), Handbook of Reading Research Volume III (pp.483-503). London: Lawrence Erbaum Associates.
  • Boyer, N. E. (2010). Phonemic awareness instruction: effects of letter USA manipulation and articulation training on learning to read and spell. Doctoral Dissertation, City University of New York, USA.
  • Bradley, L. & Bryant, P. (1991). Phonological skills before and after learning to read. In S.A. Brady ve D.P. Shankweiler (Ed.), Phonological processes in literacy. (pp. 37–45). Hillsdale, NJ: Lawrence Erlbaum Associates.
  • Brady, S., Fowler, A., Stone, B., & Winbury, N. (1994). Training phonological awareness: A study with inner-city kindergarten children. Annals of Dyslexia,44(1), 26-59.
  • Buckstein, E. (2010). The effect of explicit rhyming instruction on the phonological awareness skills and early reading abilities of kindergarten-age children. Doctoral Dissertation. The Wıllıam Paterson Unıversıty Of New Jersey, USA.
  • Castiglioni-Spalten, M. L., & Ehri, L. C. (2003). Phonemic awareness instruction: Contribution of articulatory segmentation to novice beginners' reading and spelling. Scientific Studies of Reading, 7(1), 25-52.
  • Connolly, P. (2007). Quantitative data analysis in education: a critical ıntroduction using spss. Routledge, USA. Cunningham, A. E. (1990). Explicit versus implicit instruction in phonemic awareness. Journal of experimental child psychology, 50(3), 429-444.
  • Dunst, C., Meter, D., & Hamby, D. W. (2011). Relationship between young children’s nursery rhyme experiences and knowledge and phonological and print-related abilities. Center for Early Literacy Learning, 4(1), 1-12.
  • Erdoğan, Ö. (2009). İlköğretim birinci sınıf öğrencilerinin fonolojik farkındalık becerileri ile okuma ve yazma becerileri arasındaki ilişki. Yüksek Lisans Tezi, Hacettepe Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.
  • Erkan Süel, E. (2011). İlköğretim 1. sınıf üstün ve normal zekâ düzeyindeki öğrencilerin fonolojik farkındalık düzeylerinin okuma başarıları üzerine etkisinin karşılaştırılması. Yüksek Lisans Tezi. İstanbul Üniversitesi Sosyal Bilimler Enstitüsü, İstanbul.
  • Evans, M. C. (1975). Children's ability to segment sentences into individual words. Reviews; Reading Improvement; Reading Instraction; Reading Itterests; Reading Materials; Reading, 177-180.
  • Fazio B. (1997). Learning a new poem: memory for connected speech and phonological awareness in low income children with and without specific language impairment. Journal of Speech, Language, and Hearing Research;40, 1285–1297.
  • Geudens, A., & Sandra, D. (2003). Beyond implicit phonological knowledge: No support for an onset–rime structure in children’s explicit phonological awareness. Journal of Memory and Language, 49(2), 157-182.
  • Gillon, G. T., (2007). Phonological Awareness from Research to Practice. New York, NY: Guilford.
  • Goswami, U., & Bryant, P. (1990). Phonological skills and learning to read. East Sussex, UK: Lawrence Erlbaum Associates, Ltd.
  • Gough, P. B., Ehri, L. C., and Treiman, R. (1992). Reading Acquisition. Hillsdale, NJ: Lawrence Erlbaum Associates.
  • Gunning, T. G. (2000). Phonological awareness and primary phonics. USA: Allyn & Bacon.
  • Gül, G. (2006). Hafif derecede zihinsel engelli çocukların okuma becerilerine ses bilgisel farkındalık becerileri eğitiminin etkisinin incelenemesi. Yüksek Lisans Tezi. Hacettepe Üniversitesi Sağlık Bilimleri Enstitüsü, Ankara.
  • Hempenstall, K. (2003). Phonemic awareness: What does it mean. Education Oasis, 201. Retrieved from https://pact.tarleton.edu/TCERT/Content/Documents/Phonemic% 20Awareness.pdf
  • Holliman, A. J., Wood, C., & Sheehy, K. (2010). The contribution of sensitivity to speech and non-speech rhythm to early reading development. Educational Psychology, 30, 247–267.
  • Kamhi, A. G., Lee, R. F., & Nelson, L. K. (1985). Word, syllable, and sound awareness in language-disordered children. Journal of Speech and Hearing Disorders, 50(2), 207-212.
  • Karakellle, S. (1998). Okuma becerisinin kazılmasını etkileyen bilişsel faktörler. Yayınlanmamış Yüksek Lisans Tezi, Hacettepe Üniversitesi Sosyal Bilimler Enstitüsü, Ankara.
  • Kozminsky, L., & Kozminsky, E. (1995). The effects of early phonological awareness training on reading success. Learning and Instruction, 5(3), 187-201.
  • Lane, H. B., Pullen, P. C., Eisele, M. R., & Jordan, L. (2002). Preventing reading failure: phonological awareness assessment and instruction. Preventing School Failure, 46(3), 101-110.
  • Majsterek, D. J., Shorr, D. N., & Erion, V. L. (2000). Promoting early literacy through rhyme detection activities during Head Start circle-time. Child Study Journal, 30, 143–151.
  • Maslanka, P., & Joseph, L. M. (2002). A comparison of two phonological awareness techniques between samples of preschool children. Reading Psychology, 23(4), 271-288.
  • McBride-Chang, C. (1995). What is phonological awareness?. Journal of Educational Psychology, 87(2), 179-192.
  • McNinch, G. (1974). Awareness of aural and visual word boundary within a sample of first graders. Perceptual and Motor Skills, 38(3c), 1127-1134.
  • Nancollis, A., Lawrie, B. A., & Dodd, B. (2005). Phonological awareness intervention and the acquisition of literacy skills in children from deprived social backgrounds. Language, speech, and hearing services in schools, 36(4), 325.
  • Nation, K. & Hulme, C. (1997). Phonemic segmentation, not onset rime segmentation, predicts early reading and spelling skills. Reading Research Quarterly, 32(2), 154-167.
  • Özcan, A. O., & Özcan, A. F. (2014). Türk çocuklarının ses gelişim özellikleri ve ilk okuma yazma öğrenme. İstanbul Gelişim Üniversitesi Sosyal Bilimler Dergisi, 1(2), 67-86.
  • Pallant, J. (2007). SPSS survival manual. New York, NY: Mc Graw Hill.
  • Phelps, S. (2003). Phonological awareness training in a preschool classroom of typically developing children. The Faculty of the Depertment of Communicative Disorders East tennessee State University, 18(24), 40-42.
  • Pullen, P. C., & Justice, L. M. (2003). Enhancing phonological awareness, print awareness, and oral language skills in preschool children. Intervention in school and clinic, 39(2), 87-98.
  • Reynolds, M., Callihan, K., & Browning, E. (2003). Effect of instruction on the development of rhyming skills in young children. Contemporary Issues in Communication Science and Disorders, 30, 41-46.
  • Stahl, S. A., & Murray, B.A. (1994). Defining phonological awareness and its relationship to early reading. Journal of Educational Psychology, 86(2), 221-234.
  • Şimşek, Ö. (2011). 60-72 aylık çocukların yazı farkındalığı ve yazmaya hazırlık becerilerinin gelişiminde okuma yazmaya hazırlık programının etkisinin incelenmesi. Doktora Tezi, Gazi Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.
  • Thomas, A. M. (2000). The effects of phonemic awareness instruction on reading achievement of kindergarten students: A meta-analysis. Retrieved from https://www.bakeru.edu/images/pdf/SOE/EdD_Theses/Briedwell_Jasmine.pdf
  • Tunmer, W. E., Bowey, J. A., & Grieve, R. (1983). The development of young children's awareness of the word as a unit of spoken language. Journal of Psycholinguistic Research, 12(6), 567-594.
  • Turan, F., & Akoğlu, G. (2011). Okul öncesi dönemde ses bilgisi farkındalık eğitimi. Eğitim ve Bilim, 36(161).
  • Ukrainetz, T. A., Cooney, M. H., Dyer, S. K., Kysar, A. J., & Harris, T. J. (2000). An investigation into teaching phonemic awareness through shared reading and writing. Early Childhood Research Quarterly, 15(3), 331-355.
  • Ukrainetz, T. A., Nuspl, J. J., Wilkerson, K. ve Beddes, S. R. (2011). The effects of syllable instruction on phonemic awareness in preschoolers. Early Childhood Research Quarterly, 26, 50-60.
  • Warrick N, Rubin H, & Rowe-Walsh S. (1993) Phoneme Awareness in language-delayed children: Comparative studies and intervention. Annals of Dyslexia, 43, 153–173.
  • Wilkowski, T. (2012). An evaluation of a pilot early intervention phonemic awareness program. Doctoral Dissertation, St. John's Unıversıty, School Of Educatıon And Human Servıces.
  • Wood, C., & Terrell, C. (1998). Poor readers’ ability to detect speech rhythm and perceive rapid speech. British Journal of Developmental Psychology, 16, 397–413.
  • Yeh, S. S., & Connell, D. B. (2008). Effects of rhyming, vocabulary and phonemic awareness instruction on phoneme awareness. Journal of Research in Reading, 31(2), 243-256.
  • Yopp. H. K. (1992). Developing phonemic awareness in young children. The Reading Teacher, 45, 696-703.
  • Yücel, D. (2009). Ses bilgisi farkındalık (Fonolojik farkındalık) eğitiminin okuma sorunu olan çocuklar üzerindeki etkisinin incelenmesi. Yüksek Lisans Tezi, Hacettepe Üniversitesi Sağlık Bilimleri Enstitüsü, Ankara.

Year 2020, Volume: 9 Issue: 1, 308 - 331, 18.03.2020

İclal Gökkuş , Hayati Akyol

Abstract

References

  • Adams, M. J., Foorman, B. R., Lundberg, I., & Beeler, T. (2002). Phonemic awareness in young children: A classroom curriculum. Baltimore: Paul H. Brookes.
  • Aidinis, A., & Nunes, T. (2001). The role of different levels of phonological awareness in the development of reading and spelling in Greek. Reading and Writing, 14(1-2), 145-177.
  • Akoğlu, G., & Turan, F. (2012). Phonologıcal awareness as an educatıonal ınterventıon approach: effects on readıng skılls wıth mentally retarded chıldren. Hacettepe Unıversıtesı Egıtım Fakultesı Dergısı-Hacettepe Unıversıty Journal Of Educatıon, (42), 11-22.
  • Al Otaiba, S., Puranik, C., Zilkowski, R. & Curran, T. (2009). Effectiveness of early phonological awareness ınterventions for students with speech or language ımpairments. J Spec Educ, 43(2), 107-128.
  • Allaın, S. M.(2001). Effectıveness of a phonemıc awareness ınterventıon wıth four- and fıve-year-olds. Doctoral Dissertation, The Texas Woman's Unıversıty, USA.
  • Allor, J. H. (2002). The relationships of phonemic awareness and rapid naming to reading development. Learning Disability Quarterly, 25(1), 47-57.
  • Aron, A., Aron. E. ve Elliot, C. (2014). Statistics for psychology (6. baskı). London: Pearson.
  • Badian, N. A. (1993). Phonemic awareness, naming, visual symbol processing, and reading. Reading and Writing, 5(1), 87-100.
  • Bayraktar, V. (2013). Okuma-yazmaya hazırlık eğitim programının anasınıfına devam eden 6 yaş grubu çocukların yazı farkındalığı becerilerine ve ilkokul birinci sınıftaki ses farkındalığı ve okuma-yazma becerilerine etkisinin incelenmesi. Doktora Tezi. Gazi Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.
  • Bentin, S. (1992). Phonological awareness, reading, and reading acquisition: A survey and appraisal of current knowledge. In Advances in psychology (Vol. 94, pp. 193-210). North-Holland.
  • Biwer, D. L. (2002). Effects of three phonological awareness programs on kindergarten students ıdentified as at risk for reading failure. Doctoral Dissertation, Loyola University Chıcago, USA.
  • Bjarnadóttir, G. (2003). The effects of phonological awareness instruction on phonological awareness and reading skills. Doctoral Dissertation, Pennsylvania State University, USA.
  • Blachman, B. A. (2000). Phonological awareness. M. Kamil, Pr Mosenthal, D. Pearson, R. Barr (Ed.), Handbook of Reading Research Volume III (pp.483-503). London: Lawrence Erbaum Associates.
  • Boyer, N. E. (2010). Phonemic awareness instruction: effects of letter USA manipulation and articulation training on learning to read and spell. Doctoral Dissertation, City University of New York, USA.
  • Bradley, L. & Bryant, P. (1991). Phonological skills before and after learning to read. In S.A. Brady ve D.P. Shankweiler (Ed.), Phonological processes in literacy. (pp. 37–45). Hillsdale, NJ: Lawrence Erlbaum Associates.
  • Brady, S., Fowler, A., Stone, B., & Winbury, N. (1994). Training phonological awareness: A study with inner-city kindergarten children. Annals of Dyslexia,44(1), 26-59.
  • Buckstein, E. (2010). The effect of explicit rhyming instruction on the phonological awareness skills and early reading abilities of kindergarten-age children. Doctoral Dissertation. The Wıllıam Paterson Unıversıty Of New Jersey, USA.
  • Castiglioni-Spalten, M. L., & Ehri, L. C. (2003). Phonemic awareness instruction: Contribution of articulatory segmentation to novice beginners' reading and spelling. Scientific Studies of Reading, 7(1), 25-52.
  • Connolly, P. (2007). Quantitative data analysis in education: a critical ıntroduction using spss. Routledge, USA. Cunningham, A. E. (1990). Explicit versus implicit instruction in phonemic awareness. Journal of experimental child psychology, 50(3), 429-444.
  • Dunst, C., Meter, D., & Hamby, D. W. (2011). Relationship between young children’s nursery rhyme experiences and knowledge and phonological and print-related abilities. Center for Early Literacy Learning, 4(1), 1-12.
  • Erdoğan, Ö. (2009). İlköğretim birinci sınıf öğrencilerinin fonolojik farkındalık becerileri ile okuma ve yazma becerileri arasındaki ilişki. Yüksek Lisans Tezi, Hacettepe Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.
  • Erkan Süel, E. (2011). İlköğretim 1. sınıf üstün ve normal zekâ düzeyindeki öğrencilerin fonolojik farkındalık düzeylerinin okuma başarıları üzerine etkisinin karşılaştırılması. Yüksek Lisans Tezi. İstanbul Üniversitesi Sosyal Bilimler Enstitüsü, İstanbul.
  • Evans, M. C. (1975). Children's ability to segment sentences into individual words. Reviews; Reading Improvement; Reading Instraction; Reading Itterests; Reading Materials; Reading, 177-180.
  • Fazio B. (1997). Learning a new poem: memory for connected speech and phonological awareness in low income children with and without specific language impairment. Journal of Speech, Language, and Hearing Research;40, 1285–1297.
  • Geudens, A., & Sandra, D. (2003). Beyond implicit phonological knowledge: No support for an onset–rime structure in children’s explicit phonological awareness. Journal of Memory and Language, 49(2), 157-182.
  • Gillon, G. T., (2007). Phonological Awareness from Research to Practice. New York, NY: Guilford.
  • Goswami, U., & Bryant, P. (1990). Phonological skills and learning to read. East Sussex, UK: Lawrence Erlbaum Associates, Ltd.
  • Gough, P. B., Ehri, L. C., and Treiman, R. (1992). Reading Acquisition. Hillsdale, NJ: Lawrence Erlbaum Associates.
  • Gunning, T. G. (2000). Phonological awareness and primary phonics. USA: Allyn & Bacon.
  • Gül, G. (2006). Hafif derecede zihinsel engelli çocukların okuma becerilerine ses bilgisel farkındalık becerileri eğitiminin etkisinin incelenemesi. Yüksek Lisans Tezi. Hacettepe Üniversitesi Sağlık Bilimleri Enstitüsü, Ankara.
  • Hempenstall, K. (2003). Phonemic awareness: What does it mean. Education Oasis, 201. Retrieved from https://pact.tarleton.edu/TCERT/Content/Documents/Phonemic% 20Awareness.pdf
  • Holliman, A. J., Wood, C., & Sheehy, K. (2010). The contribution of sensitivity to speech and non-speech rhythm to early reading development. Educational Psychology, 30, 247–267.
  • Kamhi, A. G., Lee, R. F., & Nelson, L. K. (1985). Word, syllable, and sound awareness in language-disordered children. Journal of Speech and Hearing Disorders, 50(2), 207-212.
  • Karakellle, S. (1998). Okuma becerisinin kazılmasını etkileyen bilişsel faktörler. Yayınlanmamış Yüksek Lisans Tezi, Hacettepe Üniversitesi Sosyal Bilimler Enstitüsü, Ankara.
  • Kozminsky, L., & Kozminsky, E. (1995). The effects of early phonological awareness training on reading success. Learning and Instruction, 5(3), 187-201.
  • Lane, H. B., Pullen, P. C., Eisele, M. R., & Jordan, L. (2002). Preventing reading failure: phonological awareness assessment and instruction. Preventing School Failure, 46(3), 101-110.
  • Majsterek, D. J., Shorr, D. N., & Erion, V. L. (2000). Promoting early literacy through rhyme detection activities during Head Start circle-time. Child Study Journal, 30, 143–151.
  • Maslanka, P., & Joseph, L. M. (2002). A comparison of two phonological awareness techniques between samples of preschool children. Reading Psychology, 23(4), 271-288.
  • McBride-Chang, C. (1995). What is phonological awareness?. Journal of Educational Psychology, 87(2), 179-192.
  • McNinch, G. (1974). Awareness of aural and visual word boundary within a sample of first graders. Perceptual and Motor Skills, 38(3c), 1127-1134.
  • Nancollis, A., Lawrie, B. A., & Dodd, B. (2005). Phonological awareness intervention and the acquisition of literacy skills in children from deprived social backgrounds. Language, speech, and hearing services in schools, 36(4), 325.
  • Nation, K. & Hulme, C. (1997). Phonemic segmentation, not onset rime segmentation, predicts early reading and spelling skills. Reading Research Quarterly, 32(2), 154-167.
  • Özcan, A. O., & Özcan, A. F. (2014). Türk çocuklarının ses gelişim özellikleri ve ilk okuma yazma öğrenme. İstanbul Gelişim Üniversitesi Sosyal Bilimler Dergisi, 1(2), 67-86.
  • Pallant, J. (2007). SPSS survival manual. New York, NY: Mc Graw Hill.
  • Phelps, S. (2003). Phonological awareness training in a preschool classroom of typically developing children. The Faculty of the Depertment of Communicative Disorders East tennessee State University, 18(24), 40-42.
  • Pullen, P. C., & Justice, L. M. (2003). Enhancing phonological awareness, print awareness, and oral language skills in preschool children. Intervention in school and clinic, 39(2), 87-98.
  • Reynolds, M., Callihan, K., & Browning, E. (2003). Effect of instruction on the development of rhyming skills in young children. Contemporary Issues in Communication Science and Disorders, 30, 41-46.
  • Stahl, S. A., & Murray, B.A. (1994). Defining phonological awareness and its relationship to early reading. Journal of Educational Psychology, 86(2), 221-234.
  • Şimşek, Ö. (2011). 60-72 aylık çocukların yazı farkındalığı ve yazmaya hazırlık becerilerinin gelişiminde okuma yazmaya hazırlık programının etkisinin incelenmesi. Doktora Tezi, Gazi Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.
  • Thomas, A. M. (2000). The effects of phonemic awareness instruction on reading achievement of kindergarten students: A meta-analysis. Retrieved from https://www.bakeru.edu/images/pdf/SOE/EdD_Theses/Briedwell_Jasmine.pdf
  • Tunmer, W. E., Bowey, J. A., & Grieve, R. (1983). The development of young children's awareness of the word as a unit of spoken language. Journal of Psycholinguistic Research, 12(6), 567-594.
  • Turan, F., & Akoğlu, G. (2011). Okul öncesi dönemde ses bilgisi farkındalık eğitimi. Eğitim ve Bilim, 36(161).
  • Ukrainetz, T. A., Cooney, M. H., Dyer, S. K., Kysar, A. J., & Harris, T. J. (2000). An investigation into teaching phonemic awareness through shared reading and writing. Early Childhood Research Quarterly, 15(3), 331-355.
  • Ukrainetz, T. A., Nuspl, J. J., Wilkerson, K. ve Beddes, S. R. (2011). The effects of syllable instruction on phonemic awareness in preschoolers. Early Childhood Research Quarterly, 26, 50-60.
  • Warrick N, Rubin H, & Rowe-Walsh S. (1993) Phoneme Awareness in language-delayed children: Comparative studies and intervention. Annals of Dyslexia, 43, 153–173.
  • Wilkowski, T. (2012). An evaluation of a pilot early intervention phonemic awareness program. Doctoral Dissertation, St. John's Unıversıty, School Of Educatıon And Human Servıces.
  • Wood, C., & Terrell, C. (1998). Poor readers’ ability to detect speech rhythm and perceive rapid speech. British Journal of Developmental Psychology, 16, 397–413.
  • Yeh, S. S., & Connell, D. B. (2008). Effects of rhyming, vocabulary and phonemic awareness instruction on phoneme awareness. Journal of Research in Reading, 31(2), 243-256.
  • Yopp. H. K. (1992). Developing phonemic awareness in young children. The Reading Teacher, 45, 696-703.
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Details

Primary Language Turkish
Journal Section Research Article
Authors

İclal Gökkuş

Hayati Akyol

Publication Date March 18, 2020
Published in Issue Year 2020Volume: 9 Issue: 1

Cite

APA Gökkuş, İ., & Akyol, H. (2020). Ses Bilgisi Farkındalık Programının Birinci Sınıf Öğrencilerinin Sesbilgisel Farkındalık Becerilerinin Gelişimine Etkisi*. Cumhuriyet Uluslararası Eğitim Dergisi, 9(1), 308-331.
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