Özel Eğitim Öğretmenliği Lisans Programında Erken Okuryazarlık: Mevcut Durum Analizi ve İyileştirme Önerileri

Yıl 2025, Cilt: 11 Sayı: 1, 220 - 239, 26.03.2025

Nesime Kübra Terzioğlu , Sümeyye Aras , Hilal Kaplan , Nurcan Çakar

https://doi.org/10.31592/aeusbed.1581378

Öz

Bu araştırma, özel eğitim öğretmenliği bölümü öğrencilerinin erken okuryazarlık becerilerine ilişkin müfredat hakkındaki görüşlerini analiz etmeyi amaçlamaktadır. Araştırma, Türkiye'nin Batı Karadeniz Bölgesi'nde yer alan bir üniversitenin özel eğitim öğretmenliği bölümünde öğrenim gören 17 öğrenciyle, fenomenoloji deseni kullanılarak gerçekleştirilmiştir. Araştırmada, katılımcıların demografik özelliklerini inceleyen sorulara ek olarak, lisans programlarını erken okuryazarlık becerileri açısından değerlendirmeye yönelik altı açık uçlu sorudan oluşan bir yarı yapılandırılmış görüşme formu kullanılmıştır. Elde edilen veriler, içerik analizi yöntemiyle değerlendirilmiştir. Araştırma sonuçlarına göre, öğretmen adayları erken okuryazarlık becerilerinin özel gereksinimli öğrenciler için önemli olduğunu, bu becerilerin okuma yazmanın temeli olduğunu ve süreci kolaylaştırdığını ifade etmiştir. Ayrıca, müfredatlarının erken okuryazarlık becerilerine yönelik ders içeriklerinin yetersiz ve uygulamalı eğitimin eksik olduğu yönünde eleştirilerde bulunmuşlardır. Öğretmen adayları, meslek hayatlarında erken okuryazarlık becerilerini öğretirken öğrencilerden kaynaklanan dikkat ve motivasyon eksikliği gibi zorluklarla, kendilerinden kaynaklanan bilgi eksiklikleriyle karşılaşabileceklerini öngörmektedir. Araştırma bulgularına dayanarak, özel eğitim öğretmenliği lisans programına erken okuryazarlık becerilerine ilişkin derslerin eklenmesi önerilebilir. Ayrıca, ilerleyen çalışmalarda farklı üniversitelerdeki özel eğitim öğretmen adaylarıyla nitel ve nicel araştırmalar yapılması önerilmektedir.

Anahtar Kelimeler

Erken okuryazarlık, özel eğitim öğretmen adayı, özel eğitim müfradatı

Kaynakça

• Adams, M. J. (1990). Beginning to read: Thinking and learning about print. New York, NY: Guilford Press.
• Akmeşe, P., Sezgin, D. and Öğüt, F. (2019). Investigation of early literacy skills in preschool children with deaf and hard of hearing. International Electronic Journal of Elementary Education, 12(2), 137-143. https://doi.org/10.26822/iejee.2019257659
• Algozzine, B., Marr, M. B., McClanahan, T. and Barnes, E. (2008). Strategies and lessons for improving basic early literacy skills. USA: Corwin Press.
• Altınkaynak, Ş. Ö. (2019). Okul öncesi dönemde erken okuryazarlık becerilerinin gelişimi. Dumlupınar Üniversitesi Eğitim Bilimleri Enstitüsü Dergisi, 3(1), 37-49.
• Beck, I. L., McKeown, M. G. and Kucan, L. (2002). Bringing words to life: Robust vocabulary instruction. New York: Guilford Press.
• Berninger, V. W. and McGuckin, V. (2013). The role of writing in learning to read. In Handbook of Writing Research. New York: Guilford Press.
• Browder, D., Wakeman, S., Spooner, F., Ahlgrim‐Delzell, L. and Algozzinexya, B. (2006). Research on reading instruction for individuals with significant cognitive disabilities. Exceptional Children, 72(4), 392-408. https://doi.org/10.1177/001440290607200401
• Costa, H. C., Perdry, H., Soria, C., Pulgar, S., Cusin, F. and Dellatolas, G. (2013). Emergent literacy skills, behavior problems and familial antecedents of reading difficulties: A follow-up study of reading achievement from kindergarten to fifth grade. Research in developmental disabilities, 34(3), 1018-1035.
• Dickinson, D. K. and DeTemple, J. (1998). Putting parents in the picture: Maternal reports of preschoolers’ literacy as a predictor of early reading. Early Childhood Research Quarterly, 13(2), 241–261. https://doi.org/10.1016/S0885-2006(99)80037-4
• Ergül, C., Karaman, G., Akoğlu, G., Tufan, M., Dolunay Sarıca, A. and Bahap Kudret, Z. (2014). Okul Öncesi Öğretmenlerinin" Erken Okuryazarlık" Kavramına İlişkin Bilgi Düzeyleri ve Sınıf Uygulamaları. Ilkogretim Online, 13(4).
• Farstrup, A. E. and Samuels, S. J. (2002). What research has to say about reading instruction. USA: International Reading Association.
• Forte, S. and Salamah, M. (2022). Importance of home in the literacy process of child. Asian Journal of Education and Social Studies, 36(1), 1-9. https://doi.org/10.9734/ajess/2022/v36i1766
• Garrels, V. (2018). Student‐directed learning of literacy skills for students with intellectual disability. Journal of Research in Special Educational Needs, 19(3), 197-206. https://doi.org/10.1111/1471-3802.12442
• Gengeç, H., Güldenoğlu, B. and Kargın, T. (2022). Evaluation of teachers' early literacy proficiency and in-class literacy practices based on child outputs. Cukurova University Faculty of Education Journal, 51(3), 1610-1641. https://doi.org/10.14812/cufej.1072237
• Goldstein, H. (2011). Knowing what to teach provides a roadmap for early literacy intervention. Journal of Early Intervention, 33(4), 268-280. https://doi.org/10.1177/1053815111429464
• Goodman, K. S. (2006). The truth about DIBELS: What it is, what it does. Portsmouth, NH: Heinemann.
• Gupta, M. S. (2009). Early childhood and education. New Delhi: Eastern Economy Edition
• Hall, C., Welsh, J., Bierman, K. and Nix, R. (2016). Kindergarten social withdrawal and reading achievement: a cross-lagged path model for at-risk learners. Psychology in the Schools, 53(7), 751-759. https://doi.org/10.1002/pits.21939
• Hanifah, I., Suseno, M. and Anwar, M. (2021, December, 2). Needs analysis of literacy teaching material at elementary schools. In UNISET 2021: Proceedings of the 2nd Universitas Kuningan International Conference on System, Engineering, and Technology.https://doi.org/10.4108/eai.2-12-2021.2320189
• Hood, M., Conlon, E., & Andrews, G. (2008). Preschool home literacy practices and children's literacy development: A longitudinal analysis. Journal of Educational Psychology, 100(2), 252-271. https://doi.org/10.1037/0022-0663.100.2.252
• Justice, L., Logan, J., Kaderavek, J., Schmitt, M., Tompkins, V. and Bartlett, C. (2013). Empirically based profiles of the early literacy skills of children with language impairment in early childhood special education. Journal of Learning Disabilities, 48(5), 482-494. https://doi.org/10.1177/0022219413510179
• Kaminski, R., Powell‐Smith, K., Hommel, A., McMahon, R. and Aguayo, K. (2014). Development of a tier 3 curriculum to teach early literacy skills. Journal of Early Intervention, 36(4), 313-332. https://doi.org/10.1177/1053815115581210
• Laçin, E. (2019). Erken çocukluk özel eğitiminde erken okuryazarlık ve okulöncesi öğretmenlerinin uygulamaları. Uluslararası Engelsiz Yaşam ve Toplum Dergisi, 3(1), 16-36. https://doi.org/10.29329/baflas.2019.265.2.
• Laçin, E. and Güldenoğlu, B. (2022). Sınıflarında özel gereksinimli çocuk olan okulöncesi öğretmenlerinin erken okuryazarlık bilgi düzeylerinin incelenmesi. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, (55), 100-128. https://doi.org/10.9779/pauefd.975676
• McIntyre, L., Munns, J. and Cavanagh, R. F. (2016). Social, emotional and behavioral outcomes finding in children’s reading. International Journal of Inclusive Education, 20(6), 641-658.
• Metin, G. T. and Gökçay, G. (2014). Bebeklik ve erken çocukluk döneminde kitap okuma: Çocuk sağlığı izlemlerinde etkili bir gelişim önerisi. Journal of Child, 14(3), 89-94. https://doi.org/10.5222/j.child.2014.089
• Nelson, P. A. (2005). Could you and your students use a poetry get away? The Reading Teacher, 58(8), 771-773. https://doi.org/10.1598/RT.58.8.7
• Neuman, S. B. and Dickinson, D. K. (2001). Handbook of early literacy research. New York: Guilford Press.
• Peng, P. and Kievit, R. (2020). The development of academic achievement and cognitive abilities: A bidirectional perspective. Child Development Perspectives, 14(1), 15-20. https://doi.org/10.1111/cdep.12352
• Phillips, D. and Meloy, M. (2012). High-quality school-based pre-k can boost early learning for children with special needs. Exceptional Children, 78(4), 471-490. https://doi.org/10.1177/001440291207800405
• Podhajski, B. and Nathan, J. (2005). Promoting early literacy through professional development for childcare providers. Early education and development, 16(1), 1-5. https://doi.org/10.1207/s15566935eed16012
• Rashid, A., Abid, A. and Jamil, M. (2005). Role of parental involvement in literacy development among young children. Journal of Early Childhood Literacy, 5(3), 307-329.
• Rohde, L. (2015). The comprehensive emergent literacy model: Early literacy in context. Sage Open, 5(1), 1-11. https://doi.org/10.1177/2158244015577664
• Rose, P., Beeby, J. and Parker, D. (1995). Academic rigour in the lived experience of researchers using phenomenological methods in nursing. Journal of Advanced Nursing. 21(6), 1123-1129. https://doi.org/10.1046/j.1365- 2648.1995.21061123.x
• Samuels, S., & Farstrup, A. E. (2006). What research has to say about fluency instruction. Newark, DE: International Reading Association.
• Sarı, H., Gökdağ, H. and Kızılkaya, A. (2018). Evaluation of special education teachers' opinions about literacy textbooks, teaching individuals with intellectual disabilities. Journal of Modern Science, 38(3), 53-72. https://doi.org/10.13166/jms/95049
• Scarborough, H. S. (1991). Early syntactic development of dyslexic children. Annals of Dyslexia, 41(1), 207–220.
• Skwarchuk, S. L. and LeFevre, J. A. (2022). The home literacy environment and children's literacy outcomes: A multi-domain approach. Reading Psychology, 43(1), 1-25.
• Spira, E. G., Bracken, S. S. and Fischel, E. J. (2005). Predicting improvement after first-grade reading difficulties: The effects of oral language, emergent literacy, and behavior skills. Developmental Psychology, 41(1), 225-234. https://doi.org/10.1037/0012-1649.41.1.225
• Teale, W. H. (1987). Emergent literacy: Reading and writing development in early childhood. In J. E. Readence & R. S. Baldwin (Eds.), Research in literacy: Merging perspectives. Thirty-sixth yearbook of the National Reading Conference (pp. 45–74). Rochester, NY: National Reading Conference.
• Teale, W. H. and Sulzby, E. (1987). Literacy acquisition in early childhood: The roles of access and mediation in storybook reading. In D. A. Wagner (Ed.), The future of literacy in a changing world. Comparative and international education series (pp. 111–130). Oxford, UK: Pergamon Press.
• Vaughn S. and Briggs K. L. (2003). Reading in the classroom: Systems for the observation of teaching and learning. Baltimore: Brookes.
• Wackerle‐Hollman, A., Durán, L. and Miranda, A. (2020). Early literacy skill growth in Spanish-speaking children with and at risk for disabilities in early childhood. Topics in Early Childhood Special Education, 40(1), 24-38. https://doi.org/10.1177/0271121420906469
• Walker, D., Greenwood, C., Hart, B. and Carta, J. (1994). Prediction of school outcomes based on socioeconomic status and early language production. Child Development, 65(2), 606–621. https://doi.org/10.1111/j.1467-8624.1994.tb00771.x
• Wasik, B. A. and Hindman, A. H. (2010). Improving vocabulary and pre-literacy skills of at-risk preschoolers through teacher professional development. Journal of Educational Psychology, 102(2), 429-441. https://doi.org/10.1037/a0017677
• Weinberger, J. (1996). A longitudinal study of children’s early literacy experiences at home and later literacy development at home and school. Journal of Research in Reading, 19(1), 14–24. https://doi.org/10.1111/j.1467-9817.1996.tb00083.x
• Werner, E. E. and Smith, R. S. (1992). Overcoming the odds: High risk children from birth to adulthood. Cornell University Press.
• Whitehurst, G. J. and Lonigan, C. (2001). Emergent literacy: Development from prereaders to readers. S. Neuman & D. Dickinson (Eds.), Handbook of early literacy research in (pp. 11–30). New York: Guilford.