Research Article
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Year 2019, Volume: 19 Issue: 3, 1128 - 1146, 11.10.2019
https://doi.org/10.17240/aibuefd.2019.19.47159-470780

Abstract

References

  • Bingham, G. E., Quinn, M. F., & Gerde, H. K. (2017). Examining early childhood teachers’ writing practices: Associations between pedagogical supports and children’s writing skills. Early Childhood Research Quarterly, 39, 35-46.
  • Bryant, D. M., Clifford, R. M., & Peisner, E. S. (1991). Best practices for beginners: Developmental appropriateness in kindergarten. American Educational Research Journal, 28(4), 783-803.
  • Büyüköztürk, Ş., Kılıç-Çakmak., E., Akgün, Ö,E., Karadeniz, Ş. ve Demirel, F. (2009). Bilimsel araştırma yöntemleri. Ankara: Pegem Akademi Yayıncılık.
  • Bos, C., Mather, N., Dickson, S., Podhajski, B., & Chard, D. (2001). Perceptions and knowledge of preservice and inservice educators about early reading instruction. Annals of Dyslexia, 51(1), 97-120.
  • Büyükses, L. (2010). Öğretmenin iş ortamındaki motivasyonunu etkileyen etmenler. Yayımlanmamış Yüksek Lisans Tezi. Süleyman Demirel Üniversitesi, Isparta.
  • Clingenpeel, B. T., & Pianta, R. C. (2007). Mothers' sensitivity and book-reading interactions with first graders. Early education and development, 18(1), 1-22.
  • Ceylan, R., Biçakçi, M. Y., Aral, N., ve Gürsoy, F. (2012). Okul öncesi eğitim kurumunda çalışan öğretmenlerin problem çözme becerilerinin incelenmesi. Trakya University Journal of Social Science, 14(1).
  • Cash, A. H., Cabell, S. Q., Hamre, B. K., DeCoster, J., & Pianta, R. C. (2015). Relating prekindergarten teacher beliefs and knowledge to children's language and literacy development. Teaching and teacher education, 48, 97-105.
  • Clearfield, M. W., & Niman, L. C. (2012). SES affects infant cognitive flexibility. Infant Behavior and Development, 35(1), 29-35.
  • Cunningham, A. E., & Davidson, M. (2005). Current models of professional development for reading education: Teacher study groups. Invited paper presented at the Pacific Resources for Education and Learning (PREL), Honolulu, HI..
  • Çakmak, T., ve Yılmaz, B. (2009). Okul öncesi dönem çocuklarının okuma alışkanlığına hazırlık durumları üzerine bir araştırma: Hacettepe Üniversitesi Beytepe Anaokulu örneği. Türk Kütüphaneciliği, 23(3), 489-509.
  • Dinehart LHB, Manfra L (2013) Association between early fine motor development and later math and reading achievement in early elementary school. Early Education and Development 24(2): 138–161.
  • Erdoğan, T., Altınkaynak, Ş. Ö., ve Erdoğan, Ö. (2013). Okul öncesi öğretmenlerinin okuma-yazmaya hazırlığa yönelik yaptıkları çalışmaların incelenmesi. İlköğretim Online, 12(4).
  • Ergül, C., Karaman, G., Akoğlu, G., Tufan, M., Sarıca, A. D. ve Kudret, Z. B. (2014). Okul öncesi öğretmenlerinin “erken okuryazarlık” kavramına ilişkin bilgi düzeyleri ve sınıf uygulamaları. İlköğretim Online, 13(4).
  • Grissmer DW, Grimm KJ, Aiyer SM, (2010) Fine motor skills and early comprehension of the world: Two new school readiness indicators. Developmental Psychology 46: 1008–1017
  • Güven, E. D., ve Cevher, N. (2005). Okul öncesi öğretmenlerinin sınıf yönetimi. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 18(18), 71
  • Guo. Y, Piasta. S, Justice.L ve Kaderaveki. J (2010). Relations among preschool teachers’self efficacy, classroom qaulity, children’s language and litearcy gaing. Teaching and Teacher Education.21, 341-56.
  • Guarino, C. M., Hamilton, L. S., Lockwood, J. R., Rathbun, A. H., & Hausken, E. G. (2006). Teacher qualifications, instructional practices, and reading and mathematics gains in kindergartners. Washington, DC: National Center for Education Statistics.
  • Hindman, A. H., & Wasik, B. A. (2008). Head Start teachers’ beliefs about language and literacy instruction. Early Childhood Research Quarterly, 23(4), 479-492.
  • Hsieh, W. Y., Hemmeter, M. L., McCollum, J. A., & Ostrosky, M. M. (2009). Using coaching to increase preschool teachers’ use of emergent literacy teaching strategies. Early Childhood Research Quarterly, 24(3), 229-247.
  • Justice, L. M., Mashburn, A. J., Hamre, B. K., & Pianta, R. C. (2008). Quality of language and literacy instruction in preschool classrooms serving at-risk pupils. Early Childhood Research Quarterly, 23(1), 51-68.
  • Karasar, N. (2006). Bilimscl arastirma yöntemi. 16. Baski, Ankara: Nobel Yayincilik.
  • Kerem, E. A. ve Cömert, D. (2005). Türkiye'de okul öncesi eğitimin sorunları ve çözüm önerileri. Eurasian Journal of Educational Research (EJER), (21).
  • 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.
  • Lonigan, C. J., Burgess, S. R., & Anthony, J. L. (2000). Development of emergent literacy and early reading skills in preschool children: evidence from a latent-variable longitudinal study. Developmental psychology, 36(5), 596.
  • Lundberg, I., Larsman, P., & Strid, A. (2012). Development of phonological awareness during the preschool year: The influence of gender and socio-economic status. Reading and writing, 25(2), 305-320.
  • Lim, C., & Torr, J. (2007). Singaporean early childhood teachers' beliefs about literacy development in a multilingual context. Asia‐Pacific Journal of Teacher Education, 35(4), 409-434.
  • Li, H., Wang, X. C., & Wong, J. M. S. (2011). Early childhood curriculum reform in China: Perspectives from examining teachers' beliefs and practices in Chinese literacy teaching. Chinese Education & Society, 44(6), 5-23.
  • Li, Y., Xu, L., Liu, L., Lv, Y., Wang, Y., & Huntsinger, C. S. (2016). Can preschool socioeconomic composition moderate relationships between family environment and Chinese children's early academic and social outcomes?.Children and Youth Services Review, 60, 1-10.
  • Lynch, J. (2009). Print literacy engagement of parents from low‐ıncome backgrounds: ımplications for adult and family literacy programs. Journal of Adolescent & Adult Literacy, 52(6), 509-521.
  • Lyon, G. R. (1998). Overview of reading and literacy initiatives. CORE Reading Research Anthology. Novato, CA: Arena Press.
  • Mullis, I. V. S., Martin, M. O., Foy, P., & Drucker, K. T. (2012). PIRLS 2011 International results in reading. Chestnut Hill, MA: TIMSS & PIRLS International Study Center.
  • Mills, H., & Clyde, J. A. (1991). Children's success as readers and writers: ıt's the teacher's beliefs that make the difference. Young Children, 46(2), 54-59.
  • MEB. Okul öncesi eğitim programı (36–72 Aylık Çocuklar İçin) (2006). (Ed. T. Gürkan ve G. Haktanır). Ankara.
  • Morrow, L. M., & Rand, M. K. (1991). Promoting literacy during play by designing early childhood classroom environments. The Reading Teacher, 44(6), 396-402.
  • McMahon, R., Richmond, M. G., & Reeves-Kazelskis, C. (1998). Relationships between kindergarten teachers' perceptions of literacy acquisition and children's literacy involvement and classroom materials. The Journal of Educational Research, 91(3), 173-182.
  • McCutchen, D., Abbott, R. D., Green, L. B., Beretvas, S. N., Cox, S., Potter, N. S., ... & Gray, A. L. (2002). Beginning literacy: Links among teacher knowledge, teacher practice, and student learning. Journal of learning disabilities, 35(1), 69-86.
  • Muzevich, K. (1999). Emergent writing in the kindergarten classroom. Reading Today, 17(2), 9-9.
  • National Early Literacy Panel. (2008). Developing early literacy: report of the National Early Literacy Panel. Washington, DC: National Institute for Literacy.
  • Nation, K., Cocksey, J., Taylor, J. S., & Bishop, D. V. (2010). A longitudinal investigation of early reading and language skills in children with poor reading comprehension. Journal of child Psychology and Psychiatry, 51(9), 1031-1039
  • Ouyang, M., & Paprock, K. (2006). Teacher job satisfaction and retention: a comparison study between the US and China. Online submission.
  • 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.
  • Phillips, B. M., Clancy-Menchetti, J., & Lonigan, C. J. (2008). Successful phonological awareness instruction with preschool children: Lessons from the classroom. Topics in early childhood special education, 28(1), 3-17.
  • Roberts, T. A. (2003). Effects of alphabet-letter instruction on young children's word recognition. Journal of educational psychology, 95(1), 41.
  • Sandvik, J. M., van Daal, V. H., & Adèr, H. J. (2014). Emergent literacy: Preschool teachers’ beliefs and practices. Journal of Early Childhood Literacy, 14(1), 28-52.
  • Schachter, R. E., Spear, C. F., Piasta, S. B., Justice, L. M., & Logan, J. A. (2016). Early childhood educators' knowledge, beliefs, education, experiences, and children's language-and literacy-learning opportunities: What is the connection?. Early Childhood Research Quarterly, 36, 281-294.
  • Spira, E. G., Bracken, S. S., & Fischel, J. E. (2005). Predicting improvement after first-grade reading difficulties: the effects of oral language, emergent literacy, and behavior skills. Developmental psychology, 41(1), 225.
  • Storch, S. A., & Whitehurst, G. J. (2002). Oral language and code-related precursors to reading: evidence from a longitudinal structural model. Developmental Psychology, 38, 934. http://dx.doi.org/10.1037/0012-1649.38.6.934
  • Soler, J., & Openshaw, R. (2007). To be or not to be?': The politics of teaching phonics in England and New Zealand. Journal of Early Childhood Literacy, 7(3), 333-352.
  • Sun Lee & Herbert P. Ginsburg (2007) Preschool teachers' beliefs about appropriate early literacy and mathematics education for low- and middle-socioeconomic status children, Early Education and Development, 18:1, 111-143.
  • Schmidt, K. (2008). Head Start teachers’ pedagogical content knowledge of emergent literacy. Poster presented at the annual conference for the Graduate School of Education, University of California, Berkeley, CA.
  • Şen, B. (2011). Okul öncesi öğretmenlerinin mesleki doyumları ve hizmet içi eğitim ihtiyaçları üzerine bir araştırma (Uşak ili örneği) (Doctoral dissertation, Selçuk Üniversitesi Sosyal Bilimler Enstitüsü).
  • Tuğluk, İ. H., Kök, M., Koçyiğit, S., Kaya, H. İ., ve Gençdoğan, B. (2008). Okul öncesi öğretmenlerinin okuma-yazma etkinliklerini uygulamaya ilişkin görüşlerinin değerlendirilmesi. Atatürk Üniversitesi Kazım Karabekir Eğitim Fakültesi Dergisi, (17).
  • Whitehurst, G.J., & Lonigan, C.J. (2002). Emergent literacy: development from prereaders to readers. In S.B. Neuman & D.K. Dickinson (Eds.), Handbook Of Early Literacy Research (Pp. 11-29). New York: The Guilford Press
  • Yalçıntaş Sezgin, E. ve Ulus, L. (2017). Emergent literacy. Educatıonal Research And Practıce, Ed. Koleva I., Duman, G. 130-140.

OKUL ÖNCESİ EĞİTİM ÖĞRETMENLERİNİN ERKEN OKUR YAZARLIKLA İLGİLİ SINIF İÇİ UYGULAMALARININ İNCELENMESİ

Year 2019, Volume: 19 Issue: 3, 1128 - 1146, 11.10.2019
https://doi.org/10.17240/aibuefd.2019.19.47159-470780

Abstract

Bu
araştırma okul öncesi öğretmenlerinin eğitim programlarında çocukların erken
okuma yazma becerilerinin geliştirilmesine yönelik etkinlere nasıl ve ne kadar
yer verdiklerini belirlemek amacıyla yapılmıştır. Okul öncesi öğretmenlerinin
demografik özelliklerini belirlemek amacıyla kişisel bilgi formu ile erken
okuma yazma hakkında sınıf içi uygulamaları belirlemek için Sandvik, Van Daal
ve Ade`r (2014) tarafından geliştirilen “Okulöncesi
Erken Okuma Yazmaya Ölçeği
” araştırmacılar tarafından geçerlik güvenirlik
çalışması yapılarak kullanılmıştır. Araştırma kapsamında Bursa ilinde   Millî Eğitim Bakanlığı’na bağlı özel ve kamu
eğitim kurumunda görev yapan 255 okul öncesi öğretmeninin erken okuma yazma ile
ilgili sınıf içi uygulamaları farklı değişkenlere (görev yapılan okul türü,
eğitim alma durumu, kendilerini yeterli bulma durumu ve görev yapılan okulun
bulunduğu çevrenin sosyo ekonomik durumu) göre incelenmiştir. Araştırma
sonucunda, öğretmenlerin görev yaptıkları okul türü, eğitim alma durumları,
kendilerini yeterli bulma durumu, görev yaptıkları okulun bulunduğu çevrenin
sosyo ekonomik durumunun, öğretmenlerin erken okuma yazma becerilerine ilişkin
sınıf içi erken okuma yazma uygulamalarını etkilediği bulunmuştur

References

  • Bingham, G. E., Quinn, M. F., & Gerde, H. K. (2017). Examining early childhood teachers’ writing practices: Associations between pedagogical supports and children’s writing skills. Early Childhood Research Quarterly, 39, 35-46.
  • Bryant, D. M., Clifford, R. M., & Peisner, E. S. (1991). Best practices for beginners: Developmental appropriateness in kindergarten. American Educational Research Journal, 28(4), 783-803.
  • Büyüköztürk, Ş., Kılıç-Çakmak., E., Akgün, Ö,E., Karadeniz, Ş. ve Demirel, F. (2009). Bilimsel araştırma yöntemleri. Ankara: Pegem Akademi Yayıncılık.
  • Bos, C., Mather, N., Dickson, S., Podhajski, B., & Chard, D. (2001). Perceptions and knowledge of preservice and inservice educators about early reading instruction. Annals of Dyslexia, 51(1), 97-120.
  • Büyükses, L. (2010). Öğretmenin iş ortamındaki motivasyonunu etkileyen etmenler. Yayımlanmamış Yüksek Lisans Tezi. Süleyman Demirel Üniversitesi, Isparta.
  • Clingenpeel, B. T., & Pianta, R. C. (2007). Mothers' sensitivity and book-reading interactions with first graders. Early education and development, 18(1), 1-22.
  • Ceylan, R., Biçakçi, M. Y., Aral, N., ve Gürsoy, F. (2012). Okul öncesi eğitim kurumunda çalışan öğretmenlerin problem çözme becerilerinin incelenmesi. Trakya University Journal of Social Science, 14(1).
  • Cash, A. H., Cabell, S. Q., Hamre, B. K., DeCoster, J., & Pianta, R. C. (2015). Relating prekindergarten teacher beliefs and knowledge to children's language and literacy development. Teaching and teacher education, 48, 97-105.
  • Clearfield, M. W., & Niman, L. C. (2012). SES affects infant cognitive flexibility. Infant Behavior and Development, 35(1), 29-35.
  • Cunningham, A. E., & Davidson, M. (2005). Current models of professional development for reading education: Teacher study groups. Invited paper presented at the Pacific Resources for Education and Learning (PREL), Honolulu, HI..
  • Çakmak, T., ve Yılmaz, B. (2009). Okul öncesi dönem çocuklarının okuma alışkanlığına hazırlık durumları üzerine bir araştırma: Hacettepe Üniversitesi Beytepe Anaokulu örneği. Türk Kütüphaneciliği, 23(3), 489-509.
  • Dinehart LHB, Manfra L (2013) Association between early fine motor development and later math and reading achievement in early elementary school. Early Education and Development 24(2): 138–161.
  • Erdoğan, T., Altınkaynak, Ş. Ö., ve Erdoğan, Ö. (2013). Okul öncesi öğretmenlerinin okuma-yazmaya hazırlığa yönelik yaptıkları çalışmaların incelenmesi. İlköğretim Online, 12(4).
  • Ergül, C., Karaman, G., Akoğlu, G., Tufan, M., Sarıca, A. D. ve Kudret, Z. B. (2014). Okul öncesi öğretmenlerinin “erken okuryazarlık” kavramına ilişkin bilgi düzeyleri ve sınıf uygulamaları. İlköğretim Online, 13(4).
  • Grissmer DW, Grimm KJ, Aiyer SM, (2010) Fine motor skills and early comprehension of the world: Two new school readiness indicators. Developmental Psychology 46: 1008–1017
  • Güven, E. D., ve Cevher, N. (2005). Okul öncesi öğretmenlerinin sınıf yönetimi. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 18(18), 71
  • Guo. Y, Piasta. S, Justice.L ve Kaderaveki. J (2010). Relations among preschool teachers’self efficacy, classroom qaulity, children’s language and litearcy gaing. Teaching and Teacher Education.21, 341-56.
  • Guarino, C. M., Hamilton, L. S., Lockwood, J. R., Rathbun, A. H., & Hausken, E. G. (2006). Teacher qualifications, instructional practices, and reading and mathematics gains in kindergartners. Washington, DC: National Center for Education Statistics.
  • Hindman, A. H., & Wasik, B. A. (2008). Head Start teachers’ beliefs about language and literacy instruction. Early Childhood Research Quarterly, 23(4), 479-492.
  • Hsieh, W. Y., Hemmeter, M. L., McCollum, J. A., & Ostrosky, M. M. (2009). Using coaching to increase preschool teachers’ use of emergent literacy teaching strategies. Early Childhood Research Quarterly, 24(3), 229-247.
  • Justice, L. M., Mashburn, A. J., Hamre, B. K., & Pianta, R. C. (2008). Quality of language and literacy instruction in preschool classrooms serving at-risk pupils. Early Childhood Research Quarterly, 23(1), 51-68.
  • Karasar, N. (2006). Bilimscl arastirma yöntemi. 16. Baski, Ankara: Nobel Yayincilik.
  • Kerem, E. A. ve Cömert, D. (2005). Türkiye'de okul öncesi eğitimin sorunları ve çözüm önerileri. Eurasian Journal of Educational Research (EJER), (21).
  • 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.
  • Lonigan, C. J., Burgess, S. R., & Anthony, J. L. (2000). Development of emergent literacy and early reading skills in preschool children: evidence from a latent-variable longitudinal study. Developmental psychology, 36(5), 596.
  • Lundberg, I., Larsman, P., & Strid, A. (2012). Development of phonological awareness during the preschool year: The influence of gender and socio-economic status. Reading and writing, 25(2), 305-320.
  • Lim, C., & Torr, J. (2007). Singaporean early childhood teachers' beliefs about literacy development in a multilingual context. Asia‐Pacific Journal of Teacher Education, 35(4), 409-434.
  • Li, H., Wang, X. C., & Wong, J. M. S. (2011). Early childhood curriculum reform in China: Perspectives from examining teachers' beliefs and practices in Chinese literacy teaching. Chinese Education & Society, 44(6), 5-23.
  • Li, Y., Xu, L., Liu, L., Lv, Y., Wang, Y., & Huntsinger, C. S. (2016). Can preschool socioeconomic composition moderate relationships between family environment and Chinese children's early academic and social outcomes?.Children and Youth Services Review, 60, 1-10.
  • Lynch, J. (2009). Print literacy engagement of parents from low‐ıncome backgrounds: ımplications for adult and family literacy programs. Journal of Adolescent & Adult Literacy, 52(6), 509-521.
  • Lyon, G. R. (1998). Overview of reading and literacy initiatives. CORE Reading Research Anthology. Novato, CA: Arena Press.
  • Mullis, I. V. S., Martin, M. O., Foy, P., & Drucker, K. T. (2012). PIRLS 2011 International results in reading. Chestnut Hill, MA: TIMSS & PIRLS International Study Center.
  • Mills, H., & Clyde, J. A. (1991). Children's success as readers and writers: ıt's the teacher's beliefs that make the difference. Young Children, 46(2), 54-59.
  • MEB. Okul öncesi eğitim programı (36–72 Aylık Çocuklar İçin) (2006). (Ed. T. Gürkan ve G. Haktanır). Ankara.
  • Morrow, L. M., & Rand, M. K. (1991). Promoting literacy during play by designing early childhood classroom environments. The Reading Teacher, 44(6), 396-402.
  • McMahon, R., Richmond, M. G., & Reeves-Kazelskis, C. (1998). Relationships between kindergarten teachers' perceptions of literacy acquisition and children's literacy involvement and classroom materials. The Journal of Educational Research, 91(3), 173-182.
  • McCutchen, D., Abbott, R. D., Green, L. B., Beretvas, S. N., Cox, S., Potter, N. S., ... & Gray, A. L. (2002). Beginning literacy: Links among teacher knowledge, teacher practice, and student learning. Journal of learning disabilities, 35(1), 69-86.
  • Muzevich, K. (1999). Emergent writing in the kindergarten classroom. Reading Today, 17(2), 9-9.
  • National Early Literacy Panel. (2008). Developing early literacy: report of the National Early Literacy Panel. Washington, DC: National Institute for Literacy.
  • Nation, K., Cocksey, J., Taylor, J. S., & Bishop, D. V. (2010). A longitudinal investigation of early reading and language skills in children with poor reading comprehension. Journal of child Psychology and Psychiatry, 51(9), 1031-1039
  • Ouyang, M., & Paprock, K. (2006). Teacher job satisfaction and retention: a comparison study between the US and China. Online submission.
  • 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.
  • Phillips, B. M., Clancy-Menchetti, J., & Lonigan, C. J. (2008). Successful phonological awareness instruction with preschool children: Lessons from the classroom. Topics in early childhood special education, 28(1), 3-17.
  • Roberts, T. A. (2003). Effects of alphabet-letter instruction on young children's word recognition. Journal of educational psychology, 95(1), 41.
  • Sandvik, J. M., van Daal, V. H., & Adèr, H. J. (2014). Emergent literacy: Preschool teachers’ beliefs and practices. Journal of Early Childhood Literacy, 14(1), 28-52.
  • Schachter, R. E., Spear, C. F., Piasta, S. B., Justice, L. M., & Logan, J. A. (2016). Early childhood educators' knowledge, beliefs, education, experiences, and children's language-and literacy-learning opportunities: What is the connection?. Early Childhood Research Quarterly, 36, 281-294.
  • Spira, E. G., Bracken, S. S., & Fischel, J. E. (2005). Predicting improvement after first-grade reading difficulties: the effects of oral language, emergent literacy, and behavior skills. Developmental psychology, 41(1), 225.
  • Storch, S. A., & Whitehurst, G. J. (2002). Oral language and code-related precursors to reading: evidence from a longitudinal structural model. Developmental Psychology, 38, 934. http://dx.doi.org/10.1037/0012-1649.38.6.934
  • Soler, J., & Openshaw, R. (2007). To be or not to be?': The politics of teaching phonics in England and New Zealand. Journal of Early Childhood Literacy, 7(3), 333-352.
  • Sun Lee & Herbert P. Ginsburg (2007) Preschool teachers' beliefs about appropriate early literacy and mathematics education for low- and middle-socioeconomic status children, Early Education and Development, 18:1, 111-143.
  • Schmidt, K. (2008). Head Start teachers’ pedagogical content knowledge of emergent literacy. Poster presented at the annual conference for the Graduate School of Education, University of California, Berkeley, CA.
  • Şen, B. (2011). Okul öncesi öğretmenlerinin mesleki doyumları ve hizmet içi eğitim ihtiyaçları üzerine bir araştırma (Uşak ili örneği) (Doctoral dissertation, Selçuk Üniversitesi Sosyal Bilimler Enstitüsü).
  • Tuğluk, İ. H., Kök, M., Koçyiğit, S., Kaya, H. İ., ve Gençdoğan, B. (2008). Okul öncesi öğretmenlerinin okuma-yazma etkinliklerini uygulamaya ilişkin görüşlerinin değerlendirilmesi. Atatürk Üniversitesi Kazım Karabekir Eğitim Fakültesi Dergisi, (17).
  • Whitehurst, G.J., & Lonigan, C.J. (2002). Emergent literacy: development from prereaders to readers. In S.B. Neuman & D.K. Dickinson (Eds.), Handbook Of Early Literacy Research (Pp. 11-29). New York: The Guilford Press
  • Yalçıntaş Sezgin, E. ve Ulus, L. (2017). Emergent literacy. Educatıonal Research And Practıce, Ed. Koleva I., Duman, G. 130-140.
There are 55 citations in total.

Details

Primary Language Turkish
Journal Section Articles
Authors

Elif Yalçıntaş Sezgin 0000-0001-8523-8111

Leyla Ulus This is me 0000-0002-5483-0224

Ayşe Belgin Aksoy This is me 0000-0003-0918-2560

Publication Date October 11, 2019
Submission Date October 15, 2018
Published in Issue Year 2019 Volume: 19 Issue: 3

Cite

APA Yalçıntaş Sezgin, E., Ulus, L., & Aksoy, A. B. (2019). OKUL ÖNCESİ EĞİTİM ÖĞRETMENLERİNİN ERKEN OKUR YAZARLIKLA İLGİLİ SINIF İÇİ UYGULAMALARININ İNCELENMESİ. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 19(3), 1128-1146. https://doi.org/10.17240/aibuefd.2019.19.47159-470780