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Erken Okuryazarlık Ev Ortamı Ölçeği (EROY-EV)’nin Geçerlik ve Güvenirlik Çalışması

Yıl 2022, Cilt: 11 Sayı: 3, 479 - 487, 29.09.2022

Banu Karaahmetoğlu Figen Turan

https://doi.org/10.30703/cije.1009787

Öz

Erken okuryazarlık ev ortamının çocuklar için faydalarının büyük olduğu bilinmektedir. Bu durum göz önüne alındığında, bu çalışmanın amacı ailelerin çocuklarına sağladığı erken okuryazarlık fırsatlarını değerlendirmek için bir araç geliştirmektir. Ölçeğin yapı geçerliği çalışması için yapılan AFA sonucunda ölçeğin 4 boyuttan oluştuğu görülmüştür. Tüm faktörlerinin varyansın %74,47’sini açıkladığı belirlenmiş olup, “Ebeveyn İnançları” faktörü toplam varyansın %21. 73’ünü, “Yazı İlgisi” faktörü %20,75’ini, “Kitap Okuma Sıklığı” %16,65’ini ve “Okuryazarlık Öğretimi” faktörü de %15,33’ünü açıkladığı belirlenmiştir. Ölçeğin alt boyutlarının Cronbach α güvenirlik değerlerinin .73 ve .88 arasında değiştiği görülmektedir. Ölçeğin geneline ait güvenirlik değerinin .72 olduğu belirlenmiştir. Elde edilen değerler, bu ölçeğin ev ortamında erken okuryazarlığa ilişkin aile görüşlerini belirlemede güvenilir bir ölçme aracı olduğunu ortaya koymaktadır. Ayrıca, Erken Okuryazarlık Ev Ortamı Ölçeği (EROY-EV)’nin ölçüt geçerliğinin belirlenmesi amacıyla Ev Erken Okuryazarlık Ortamı Ölçeği (EVOK)’nden elde edilen puan ile arasındaki toplam korelasyon hesaplanmıştır ve her iki ölçek arasındaki toplam korelasyon değeri .72 olarak bulunmuştur. Ölçek için kesme puanları hesaplanmıştır olup, alınabilecek en düşük puan 8, en yüksek puan ise 32’dir. Buna göre 8-15 puan aralığı yetersiz, 16-23 puan aralığı orta ve 24-32 puan aralığı ise yeterli bir ev erken okuryazarlık ortamı olarak belirlenmiştir.

Anahtar Kelimeler

Erken okuryazarlık ev ortamı erken okuryazarlık ev ortamı ölçek geliştirme okul öncesi dönemdeki çocuklar

Kaynakça

  • Allen, M. (Ed.). (2017). The SAGE encyclopedia of communication research methods. Sage Publications.
  • Alpar, R. (2012). Spor, sağlık ve eğitim bilimlerinden örneklerle uygulamalı istatistik ve geçerlik-güvenirlik [Applied statistics and validity-reliability with examples from sports, health and educational sciences]. Detay Publishing.
  • Aram, D., & Levin, I. (2001). Mother–child joint writing in low SES: Socio-cultural factors, maternal mediation, and emergent literacy. Cognitive Development, 16(3), 831-852. https://doi.org/10.1016/S0885-2014(01)00067-3
  • Bennett, K. K., Weigel, D. J., & Martin, S. S. (2002). Children’s acquisition of early literacy skills: examining family contributions. Early Childhood Research Quarterly, 17(3), 295–317. https://doi.org/10.1016/S0885-2006(02)00166-7
  • Boudreau, D. (2005). Use of parent questionnaire in emergent and early literacy assessment of preschool children. Language, Speech, and Hearing Services in Schools, 36 (1), 33-47. https://doi.org/10.1044/0161-1461(2005/004)
  • Bronfenbrenner, U. (1979). The Ecology of Human Development: Experiments by Nature and Design. Harvard University Press.
  • Burgess, S. R., Hecht, S. A., & Lonigan, C. J. (2002). Relations of the home literacy environment (HLE) to the development of reading‐related abilities: A one‐year longitudinal study. Reading Research Quarterly, 37(4), 408-426.
  • Büyüköztürk, Ş. (2011). Sosyal bilimler için veri analizi el kitabı [Manual of data analysis for social sciences]. Pegem Academy Publishing
  • Çakmak, T., & Yılmaz, B. (2009). Okul öncesi dönem çocuklarının okuma alışkanlığına hazırlık durumları üzerine bir araştırma: Hacettepe Üniversitesi Beytepe Anaokulu örneği [A research about the reading habit readiness situations of preschool children: Hacettepe University Beytepe Preschool sample]. The Journal of Turkish Librarianship, 23, 489 – 509.
  • DeBaryshe, B. D., & Binder, J. C. (1994). Development of an instrument for measuring parental beliefs about reading aloud to young children. Perceptual and Motor Skills, 78, 1303-1311.
  • De Jong, P. F., & Leseman, P. P. (2001). Lasting effects of home literacy on reading achievement in school. Journal of School Psychology, 39(5), 389-414. https://doi.org/10.1016/S0022-4405(01)00080-2
  • Dynia, J. M., Lawton, K., Logan, J. A., & Justice, L. M. (2014). Comparing emergent-literacy skills and home-literacy environment of children with autism and their peers. Topics in Early Childhood Special Education, 34(3), 142-153. https://doi.org/10.1177/0271121414536784
  • Evans, M. A., Shaw, D., & Bell, M. (2000). Home literacy activities and their influence on early literacy skills. Canadian Journal of Experimental Psychology/Revue Canadienne de Psychologie Expérimentale, 54(2), 65–75. https://doi.org/10.1037/h0087330
  • Foy, J. G., & Mann, V. (2003). Home literacy environment and phonological awareness in preschool children: Differential effects for rhyme and phoneme awareness. Applied Psycholinguistics, 24, 59-88. https://doi.org/10.1017/S0142716403000043
  • Gonzales, J. E., Taylor, A. B., McCormick, A. S., Villareal, V., Kim, M., & Perez, E., et al. (2011). Exploring the underlying factor structure of the home literacy environment (HLE) in the English and Spanish versions of the Familia Inventory: A cautionary tale. Early Childhood Research Quarterly, 26(4), 475-483. https://doi.org/10.1016/j.ecresq.2010.12.001
  • Griffin, E. A., & Morrison, F. J. (1997). The unique contribution of home literacy environment to differences in early literacy skills. Early Child Development and Care, 127(1), 233-243. https://doi.org/10.1080/0300443971270119
  • Hart, B., & Risley, T. R. (2003). The early catastrophe. Education review, 17(1), 110-118.
  • Johnson, A. D., Martin, A., Brooks-Gunn, J., & Petrill, S. A. (2008). Order in the house! Associations among household chaos, the home literacy environment, maternal reading ability, and children’s early reading. Merrill-Palmer quarterly (Wayne State University Press), 54(4), 445. https://doi.org/10.1353/mpq.0.0009
  • Justice, L. M., Logan, J. A., Işıtan, S., & Saçkes, M. (2016). The home-literacy environment of young children with disabilities. Early Childhood Research Quarterly, 37 (4), 131-139. https://doi.org/10.1016/j.ecresq.2016.05.002
  • Karaahmetoğlu, B. (2015). Gelişimsel yetersizliği olan ve normal gelişim gösteren çocukların ailelerin erken okuryazarlığa ilişkin inançları ile erken okuryazarlık ev ortamı arasındaki ilişkinin incelenmesi. (The Relation Between Parents Beliefs About Early Literacy and Offered to Their Children Home Early Literacy Environment Whose Children Have Developmental Disabilities and Typically Developing Childrens) [Published master’s thesis]. Hacettepe University, Institute of Health Sciences.
  • Keles, Ö. (2006). İlköğretim 4 ve 5. sınıf öğrencilerinde kitap okuma alışkanlığının incelenmesi (The investigation of fourth and fifth grades of primary school students' reading habits) [Unpublished master’s thesis]. Gazi University, Institute of Educational Sciences.
  • Korat, O. (2005). Contextual and non-contextual knowledge in emergent literacy development: A comparison between children from low SES and middle SES communities. Early Childhood Research Quarterly, 20(2), 220-238. https://doi.org/10.1016/j.ecresq.2005.04.009
  • Lamme, L. L., Sabis-Burns, D., & Gould, J. (2004). Project Booktalk: Library Books and Lap Reading in Childcare Homes. Early Childhood Education Journal, 32(1), 45-50.
  • Leseman, P. P., & De Jong, P. F. (1998). Home literacy: Opportunity, instruction, cooperation and social‐emotional quality predicting early reading achievement. Reading Research Quarterly, 33(3), 294-318. https://doi.org/10.1598/RRQ.33.3.3
  • McDevitt, T. M., & Ellis Ormrod, J. (2010). Child development and education. Pearson Education Inc.
  • Niklas, F., & Schneider, W. (2013). Home literacy environment and the beginning of reading and spelling. Contemporary Educational Psychology, 38(1), 40-50. https://doi.org/10.1016/j.cedpsych.2012.10.001
  • Payne, A. C., Whitehurst, G. J., & Angell, A. L. (1994). The role of home literacy environment in the development of language ability in preschool children from low-income families. Early Childhood Research Quarterly, 9(3-4), 427-440. https://doi.org/10.1016/0885-2006(94)90018-3
  • Petrill, S. A., Deater-Deckard, K., Schatschneider, C., & Davis, C. (2005). Measured environmental influences on early reading: Evidence from an adoption study. Scientific Studies of Reading, 9(3), 237-259. https://doi.org/10.1207/s1532799xssr0903_4
  • Robbins, C., & Ehri, L. C. (1994). Reading storybooks to kindergartners helps them learn new vocabulary words. Journal of Educational Psychology, 86(1), 54-64. https://doi.org/10.1037/0022-0663.86.1.54
  • Rodriguez, E. T., & Tamis‐LeMonda, C. S. (2011). Trajectories of the home learning environment across the first 5 years: Associations with children’s vocabulary and literacy skills at prekindergarten. Child development, 82(4), 1058-1075. https://doi.org/10.1111/j.1467-8624.2011.01614.x
  • Sarıca, A. D., Ergül, C., Akoğlu, G., Deniz, K.Z., Karaman, G., Bahap- Kudret, Z., Tufan, M. (2014). Ev erken okuryazarlık ortamı ölçeği –EVOK: Geçerlik ve güvenirlik çalışması [The reliability and validity of the home early literacy environment questionnaire]. International Online Journal of Educational Sciences, 6(2), 444-459.
  • Sawyer, B. E., Justice, L. M., Guo, Y., Logan, J. A., Petrill, S. A., Glenn‐Applegate, K., ... & Pentimonti, J. M. (2014). Relations among home literacy environment, child characteristics and print knowledge for preschool children with language impairment. Journal of Research in Reading, 37(1), 65-83. https://doi.org/10.1111/jrir.12008
  • Sénéchal, M., Lefevre, J. A., Thomas, E. M., & Daley, K. E. (1998). Differential effects of home literacy experiences on the development of oral and written language. Reading Research Quarterly, 33(1), 96-116. https://doi.org/10.1598/RRQ.33.1.5
  • Son, S. H., & Morrison, F. J. (2010). The nature and impact of changes in home learning environment on development of language and academic skills in preschool children. Developmental Psychology, 46(5), 1103-1118. https://doi.org/10.1037
  • Tavsancıl, E. (2010). Tutumların ölçülmesi ve SPSS ile veri analizi [Measurement of attitudes and data analysis with SPSS]. Nobel Publishing.
  • Turan, F., & Akoğlu, G. (2014). Home literacy environment and phonological awareness skills in preschool children. Hacettepe University Journal of Education, 29(3), 153-166.
  • Turan, F., & Ege, P. (2003). Dil sorunu olan çocuklar için bütüncül dil yaklaşımı [A whole language approach for children with language impairments]. Ankara University Faculty of Educational Sciences Journal of Special Education, 4(1), 31-43.
  • Van Steensel, R. (2006). Relations between socio-cultural factors, the home literacy environment and children’s literacy development in the first years of primary education. Journal of Research in Reading, 29(4), 367-382. https://doi.org/10.1111/j.1467-9817.2006.00301.x
  • Walker, D., Greenwood, C., Hart, B., & Carta, J. (1994). Prediction of school outcomes based on early language production and socio-economic factors. Child development, 65(2), 606-62. https://doi.org/10.1111/j.1467-8624.1994.tb00771.x

The Reliability and Validity of the Home Early Literacy Environment Scale (HELE)

Yıl 2022, Cilt: 11 Sayı: 3, 479 - 487, 29.09.2022

Banu Karaahmetoğlu Figen Turan

https://doi.org/10.30703/cije.1009787

Öz

Considering the benefits of the home literacy environment for children, this study aims to develop a tool to measure early literacy opportunities provided by families to their children. As a result of the Exploratory Factor Analysis, the eigenvalue of the scale is composed of four factors and 11 items, and it represents 21.73 % of the total variance in the first factor, 20.75% of the second factor, 16.65% of the third factor and 15.33 of the fourth factor. The total variance in the four factors reveals approximately 74.47% of it—Cronbach (α) reliability values of factors range between .73 and .88. The reliability value for the general scale is identified as .72. The results show that this scale is a reliable measurement tool to identify the views of families in the home literacy environment. After carrying out validity and reliability studies, we calculated cut-off scores for the scale. The lowest score might be eight, while the highest score might be 32 received from this scale. Accordingly, we found out that 8-15 points are insufficient, while 16-23 is average and 24-32 insufficient for the home literacy environment.

Anahtar Kelimeler

Early literacy home environment home literacy environment scale development preschoolers

Kaynakça

  • Allen, M. (Ed.). (2017). The SAGE encyclopedia of communication research methods. Sage Publications.
  • Alpar, R. (2012). Spor, sağlık ve eğitim bilimlerinden örneklerle uygulamalı istatistik ve geçerlik-güvenirlik [Applied statistics and validity-reliability with examples from sports, health and educational sciences]. Detay Publishing.
  • Aram, D., & Levin, I. (2001). Mother–child joint writing in low SES: Socio-cultural factors, maternal mediation, and emergent literacy. Cognitive Development, 16(3), 831-852. https://doi.org/10.1016/S0885-2014(01)00067-3
  • Bennett, K. K., Weigel, D. J., & Martin, S. S. (2002). Children’s acquisition of early literacy skills: examining family contributions. Early Childhood Research Quarterly, 17(3), 295–317. https://doi.org/10.1016/S0885-2006(02)00166-7
  • Boudreau, D. (2005). Use of parent questionnaire in emergent and early literacy assessment of preschool children. Language, Speech, and Hearing Services in Schools, 36 (1), 33-47. https://doi.org/10.1044/0161-1461(2005/004)
  • Bronfenbrenner, U. (1979). The Ecology of Human Development: Experiments by Nature and Design. Harvard University Press.
  • Burgess, S. R., Hecht, S. A., & Lonigan, C. J. (2002). Relations of the home literacy environment (HLE) to the development of reading‐related abilities: A one‐year longitudinal study. Reading Research Quarterly, 37(4), 408-426.
  • Büyüköztürk, Ş. (2011). Sosyal bilimler için veri analizi el kitabı [Manual of data analysis for social sciences]. Pegem Academy Publishing
  • Çakmak, T., & Yılmaz, B. (2009). Okul öncesi dönem çocuklarının okuma alışkanlığına hazırlık durumları üzerine bir araştırma: Hacettepe Üniversitesi Beytepe Anaokulu örneği [A research about the reading habit readiness situations of preschool children: Hacettepe University Beytepe Preschool sample]. The Journal of Turkish Librarianship, 23, 489 – 509.
  • DeBaryshe, B. D., & Binder, J. C. (1994). Development of an instrument for measuring parental beliefs about reading aloud to young children. Perceptual and Motor Skills, 78, 1303-1311.
  • De Jong, P. F., & Leseman, P. P. (2001). Lasting effects of home literacy on reading achievement in school. Journal of School Psychology, 39(5), 389-414. https://doi.org/10.1016/S0022-4405(01)00080-2
  • Dynia, J. M., Lawton, K., Logan, J. A., & Justice, L. M. (2014). Comparing emergent-literacy skills and home-literacy environment of children with autism and their peers. Topics in Early Childhood Special Education, 34(3), 142-153. https://doi.org/10.1177/0271121414536784
  • Evans, M. A., Shaw, D., & Bell, M. (2000). Home literacy activities and their influence on early literacy skills. Canadian Journal of Experimental Psychology/Revue Canadienne de Psychologie Expérimentale, 54(2), 65–75. https://doi.org/10.1037/h0087330
  • Foy, J. G., & Mann, V. (2003). Home literacy environment and phonological awareness in preschool children: Differential effects for rhyme and phoneme awareness. Applied Psycholinguistics, 24, 59-88. https://doi.org/10.1017/S0142716403000043
  • Gonzales, J. E., Taylor, A. B., McCormick, A. S., Villareal, V., Kim, M., & Perez, E., et al. (2011). Exploring the underlying factor structure of the home literacy environment (HLE) in the English and Spanish versions of the Familia Inventory: A cautionary tale. Early Childhood Research Quarterly, 26(4), 475-483. https://doi.org/10.1016/j.ecresq.2010.12.001
  • Griffin, E. A., & Morrison, F. J. (1997). The unique contribution of home literacy environment to differences in early literacy skills. Early Child Development and Care, 127(1), 233-243. https://doi.org/10.1080/0300443971270119
  • Hart, B., & Risley, T. R. (2003). The early catastrophe. Education review, 17(1), 110-118.
  • Johnson, A. D., Martin, A., Brooks-Gunn, J., & Petrill, S. A. (2008). Order in the house! Associations among household chaos, the home literacy environment, maternal reading ability, and children’s early reading. Merrill-Palmer quarterly (Wayne State University Press), 54(4), 445. https://doi.org/10.1353/mpq.0.0009
  • Justice, L. M., Logan, J. A., Işıtan, S., & Saçkes, M. (2016). The home-literacy environment of young children with disabilities. Early Childhood Research Quarterly, 37 (4), 131-139. https://doi.org/10.1016/j.ecresq.2016.05.002
  • Karaahmetoğlu, B. (2015). Gelişimsel yetersizliği olan ve normal gelişim gösteren çocukların ailelerin erken okuryazarlığa ilişkin inançları ile erken okuryazarlık ev ortamı arasındaki ilişkinin incelenmesi. (The Relation Between Parents Beliefs About Early Literacy and Offered to Their Children Home Early Literacy Environment Whose Children Have Developmental Disabilities and Typically Developing Childrens) [Published master’s thesis]. Hacettepe University, Institute of Health Sciences.
  • Keles, Ö. (2006). İlköğretim 4 ve 5. sınıf öğrencilerinde kitap okuma alışkanlığının incelenmesi (The investigation of fourth and fifth grades of primary school students' reading habits) [Unpublished master’s thesis]. Gazi University, Institute of Educational Sciences.
  • Korat, O. (2005). Contextual and non-contextual knowledge in emergent literacy development: A comparison between children from low SES and middle SES communities. Early Childhood Research Quarterly, 20(2), 220-238. https://doi.org/10.1016/j.ecresq.2005.04.009
  • Lamme, L. L., Sabis-Burns, D., & Gould, J. (2004). Project Booktalk: Library Books and Lap Reading in Childcare Homes. Early Childhood Education Journal, 32(1), 45-50.
  • Leseman, P. P., & De Jong, P. F. (1998). Home literacy: Opportunity, instruction, cooperation and social‐emotional quality predicting early reading achievement. Reading Research Quarterly, 33(3), 294-318. https://doi.org/10.1598/RRQ.33.3.3
  • McDevitt, T. M., & Ellis Ormrod, J. (2010). Child development and education. Pearson Education Inc.
  • Niklas, F., & Schneider, W. (2013). Home literacy environment and the beginning of reading and spelling. Contemporary Educational Psychology, 38(1), 40-50. https://doi.org/10.1016/j.cedpsych.2012.10.001
  • Payne, A. C., Whitehurst, G. J., & Angell, A. L. (1994). The role of home literacy environment in the development of language ability in preschool children from low-income families. Early Childhood Research Quarterly, 9(3-4), 427-440. https://doi.org/10.1016/0885-2006(94)90018-3
  • Petrill, S. A., Deater-Deckard, K., Schatschneider, C., & Davis, C. (2005). Measured environmental influences on early reading: Evidence from an adoption study. Scientific Studies of Reading, 9(3), 237-259. https://doi.org/10.1207/s1532799xssr0903_4
  • Robbins, C., & Ehri, L. C. (1994). Reading storybooks to kindergartners helps them learn new vocabulary words. Journal of Educational Psychology, 86(1), 54-64. https://doi.org/10.1037/0022-0663.86.1.54
  • Rodriguez, E. T., & Tamis‐LeMonda, C. S. (2011). Trajectories of the home learning environment across the first 5 years: Associations with children’s vocabulary and literacy skills at prekindergarten. Child development, 82(4), 1058-1075. https://doi.org/10.1111/j.1467-8624.2011.01614.x
  • Sarıca, A. D., Ergül, C., Akoğlu, G., Deniz, K.Z., Karaman, G., Bahap- Kudret, Z., Tufan, M. (2014). Ev erken okuryazarlık ortamı ölçeği –EVOK: Geçerlik ve güvenirlik çalışması [The reliability and validity of the home early literacy environment questionnaire]. International Online Journal of Educational Sciences, 6(2), 444-459.
  • Sawyer, B. E., Justice, L. M., Guo, Y., Logan, J. A., Petrill, S. A., Glenn‐Applegate, K., ... & Pentimonti, J. M. (2014). Relations among home literacy environment, child characteristics and print knowledge for preschool children with language impairment. Journal of Research in Reading, 37(1), 65-83. https://doi.org/10.1111/jrir.12008
  • Sénéchal, M., Lefevre, J. A., Thomas, E. M., & Daley, K. E. (1998). Differential effects of home literacy experiences on the development of oral and written language. Reading Research Quarterly, 33(1), 96-116. https://doi.org/10.1598/RRQ.33.1.5
  • Son, S. H., & Morrison, F. J. (2010). The nature and impact of changes in home learning environment on development of language and academic skills in preschool children. Developmental Psychology, 46(5), 1103-1118. https://doi.org/10.1037
  • Tavsancıl, E. (2010). Tutumların ölçülmesi ve SPSS ile veri analizi [Measurement of attitudes and data analysis with SPSS]. Nobel Publishing.
  • Turan, F., & Akoğlu, G. (2014). Home literacy environment and phonological awareness skills in preschool children. Hacettepe University Journal of Education, 29(3), 153-166.
  • Turan, F., & Ege, P. (2003). Dil sorunu olan çocuklar için bütüncül dil yaklaşımı [A whole language approach for children with language impairments]. Ankara University Faculty of Educational Sciences Journal of Special Education, 4(1), 31-43.
  • Van Steensel, R. (2006). Relations between socio-cultural factors, the home literacy environment and children’s literacy development in the first years of primary education. Journal of Research in Reading, 29(4), 367-382. https://doi.org/10.1111/j.1467-9817.2006.00301.x
  • Walker, D., Greenwood, C., Hart, B., & Carta, J. (1994). Prediction of school outcomes based on early language production and socio-economic factors. Child development, 65(2), 606-62. https://doi.org/10.1111/j.1467-8624.1994.tb00771.x
Toplam 39 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Araştırma Makalesi
Yazarlar

Banu Karaahmetoğlu 0000-0003-4205-0586

Figen Turan 0000-0002-9785-105X

Yayımlanma Tarihi 29 Eylül 2022
Yayımlandığı Sayı Yıl 2022Cilt: 11 Sayı: 3

Kaynak Göster

APA Karaahmetoğlu, B., & Turan, F. (2022). The Reliability and Validity of the Home Early Literacy Environment Scale (HELE). Cumhuriyet Uluslararası Eğitim Dergisi, 11(3), 479-487. https://doi.org/10.30703/cije.1009787
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