Abstract
In accordance with characteristics of pre-school children's development, families' interest, need, and expectations, and pre-school education and elementary programs, it was aimed to determine the effects of family-based literacy preparation program on children's literacy preparation skills. In the current study, an experimental design with pre/post tests and a control group was used in order to reveal the effectiveness of the Family-Based Literacy Preparation Program. The independent variable in the current study conducted in a 3x3 (three groups: experiment, placebo, and control groups, with 3 measurements: pretest, posttest, and follow-up test) experimental research design was the Family-Based Literacy Preparation Program. The dependent variable in the current study was children's literacy preparation skills. Families in the experiment group received a 23-session treatment. Seminars for a period of 20 weeks were organized for the placebo group and the control group did not receive any treatment. The study group in the current research was selected from among the children attending kindergarten within a public elementary school in Etimesgut, Ankara, Turkey, during 2012-2013 academic years, and their families. In order to obtain data on the effects of applied Family-Based Literacy Preparation Program on children's literacy preparation skills, Phonological Awareness Scale, Vocabulary and Writing Awareness Scale, Turkish Expressive and Recipient Language Skills Test (TIFALDI), and Frostig Visual Perception Test were used. In the current research, covariance analysis (ANCOVA) was conducted in order to define the effects of Family-Based Literacy Preparation Program on children's early literacy skills. Results of the follow-up test were analyzed through t-test. When the permanence of program effect on children's literacy preparation skills was examined, it was observed that Family Based Literacy Preparation Program was effective on the development of children's sound awareness, visual perception, vocabulary, expressive and recipient language skills and this was a long-term effect.
Highlights
Okul öncesi dönemdeki çocukların gelişim özelliklerine, ailelerin ve çocukların ilgi, ihtiyaç ve beklentilerine, okul öncesi eğitim ve ilköğretim programlarına uygun, ailelere yönelik olarak geliştirilen okuma yazmaya hazırlık programının çocukların okuma yazmaya hazırlık becerilerine etkisinin belirlenmesi amaçlanmıştır.
Aile Temelli Okuma Yazmaya Hazırlık Programına katılan çocuklar ile bu programa katılmayan çocukların; ifade edici dil ve alıcı dil becerileri, fonolojik farkındalık becerileri, sözcük ve yazı farkındalığı becerileri ve görsel algı becerileri arasında anlamlı bir fark var mıdır?
Aile Temelli Okuma Yazmaya Hazırlık Programının çocukların alıcı ve ifade edici dil, fonolojik farkındalık, sözcük ve yazı farkındalığı ile görsel algı becerileri üzerindeki etkisi incelenmiş ve elde edilen bulgular ayrı ayrı sunulmuştur.
Summary
Okul öncesi dönemdeki çocukların gelişim özelliklerine, ailelerin ve çocukların ilgi, ihtiyaç ve beklentilerine, okul öncesi eğitim ve ilköğretim programlarına uygun, ailelere yönelik olarak geliştirilen okuma yazmaya hazırlık programının çocukların okuma yazmaya hazırlık becerilerine etkisinin belirlenmesi amaçlanmıştır. Aile Temelli Okuma Yazmaya Hazırlık Programına katılan çocuklar ile bu programa katılmayan çocukların; ifade edici dil ve alıcı dil becerileri, fonolojik farkındalık becerileri, sözcük ve yazı farkındalığı becerileri ve görsel algı becerileri arasında anlamlı bir fark var mıdır?
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