Research Article
BibTex RIS Cite
Year 2024, , 202 - 235, 28.01.2024
https://doi.org/10.30831/akukeg.1358837

Abstract

References

  • Amorim, A. N., Jeon, L., Abel, Y., Felisberto, E. F., Barbosa, L. N., & Dias, N. M. (2020). Using escribo play video games to improve phonological awareness, early reading, and writing in preschool. Educational Researcher, 49(3), 188-197. https://doi.org/10.3102/0013189X20909824
  • Arias, M. P. (2023). Phonological Awareness Games-A Take Home Kit. Greensboro College.
  • Arnold, D. H., Chary, M., Gair, S. L., Helm, A. F., Herman, R., Kang, S., & Lokhandwala, S. (2021). A randomized controlled trial of an educational app to improve preschoolers’ emergent literacy skills. Journal of Children and Media, 15(4), 457-475. https://doi.org/10.1080/17482798.2020.1863239
  • Arnott, L. (2013). Are we allowed to blink? Young children’s leadership and ownership while mediating interactions around technologies. International Journal of Early Years Education, 21(1), 97-115. https://doi.org/10.1080/09669760.2013.772049
  • Bayraktar, V., & Temel, Z. F. (2014). Okuma yazmaya hazırlık eğitim programı’nın çocukların okuma yazma becerilerine etkisi [The effect of the program of readiness education on the skills on reading-writing skills]. Hacettepe University Journal of Education, 29(3), 08-22.
  • Becker, K. (2017). Choosing and using digital games in the classroom (pp. 175-214). Springer.
  • Beers, C. S., Beers, J. W., & Smith, J. O. (2010). A principal’s guide to literacy teaching. Guilford Press.
  • Bennett, M., & Parise, M. (2014). Computer technology: Possibilities and pitfalls. Childhood Education, 90(5), 365-369. https://doi.org/10.1080/00094056.2014.952579
  • Bentin, S., Hammer, R., & Cahan, S. (1991). The effects of aging and first grade schooling on the development of phonological awareness. Psychological science, 2(4), 271-275. https://doi.org/10.1111/j.1467-9280.1991.tb00148.x
  • Bolduc, J. (2009). Effects of a music programme on kindergartners’ phonological awareness skills 1. International Journal of Music Education, 27(1), 37-47. https://doi.org/10.1177/0255761408099063
  • Bolduc, J., & Lefebvre, P. (2012). Using nursery rhymes to foster phonological and musical processing skills in kindergarteners. Creative Education, 3(4), 495-502. https://doi.org/10.4236/ce.2012.34075
  • Busink, R. (1997). Reading and phonological awareness: What we have learned and how we can use it. Literacy Research and Instruction, 36(3), 199-215. https://doi.org/10.1080/19388079709558239
  • Büyüköztürk, Ş. (2013). Sosyal bilimler için veri analizi el kitabı. Pegem Akademi.
  • Büyüköztürk, Ş., Kılıç-Çakmak, E., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2014). Bilimsel araştırma yöntemleri (Geliştirilmiş 16. Baskı). Pegem Akademi.
  • Cameron, M. (2023). The effects of a computerized intervention on kindergarten students’ reading skills [Unpublished doctoral dissertation]. Mount Saint Vincent University.
  • Cardoso-Martins, C., Mesquita, T. C. L., & Ehri, L. (2011). Letter names and phonological awareness help children to learn letter–sound relations. Journal of Experimental Child Psychology, 109(1), 25-38. https://doi.org/10.1016/j.jecp.2010.12.006
  • Casalis, S., & Colé, P. (2009). On the relationship between morphological and phonological awareness: Effects of training in kindergarten and in first-grade reading. First language, 29(1), 113-142. https://doi.org/10.1177/0142723708097484
  • Castles, A., & Coltheart, M. (2004). Is there a causal link from phonological awareness to success in learning to read? Cognition, 91(1), 77-111. https://doi.org/10.1016/S0010-0277(03)00164-1
  • Çetin, A. (2019). Erken okuryazarlık eğitimi eğitimi erken okuryazarlık ve matematik hataları üzerine bilgisayar incelemesi [Investigation of the effect of early literacy skills educational program on early literacy and early mathematics skills. [Unpublished doctoral dissertation], Hacettepe University.
  • Chambers, B., Cheung, A. C., & Slavin, R. E. (2016). Literacy and language outcomes of comprehensive and developmental-constructivist approaches to early childhood education: A systematic review. Educational Research Review, 18, 88-111. https://doi.org/10.1016/j.edurev.2016.03.003
  • Check, J., & Schutt, R. K. (2012). Research methods in education. Sage Publications.
  • Christie, J. F., Enz, B., & Vukelich, C. (2011). Teaching language and literacy: Preschool through the elementary grades. Longman.
  • Cohen, L., Manion, L., & Morrison, K. (2017). Research methods in education. Routledge.
  • Da Silva, G. C., Rodrigues, R. L., Amorim, A. N., Mello, R. F., & Neto, J. R. O. (2022). Game learning analytics can unpack Escribo play effects in preschool early reading and writing. Computers and Education Open, 3, 100066. https://doi.org/10.1016/j.caeo.2021.100066
  • Degé, F., & Schwarzer, G. (2011). The effect of a music program on phonological awareness in preschoolers. Frontiers in Psychology, 2, 124. https://doi.org/10.3389/fpsyg.2011.00124
  • De Jong, P. F. (2007). Phonological awareness and the use of phonological similarity in letter–sound learning. Journal of Experimental Child Psychology, 98(3), 131-152. https://doi.org/10.1016/j.jecp.2007.06.003
  • Del Egido, M. G. V. (2023). The effects of pitch-focused and rhythm-focused music programs on preschool phonological awareness, alphabet knowledge, and concept of word awareness [Unpublished doctoral dissertation]. The George Washington University.
  • Dinler, H., & Cevher Kalburan, N. (2021). The effect of poetry focused supportive educational program to preschool children’s phonological awareness. Kastamonu Education Journal, 29(5), 1034-1051. https://doi.org/10.24106/kefdergi.715624
  • Elimelech, A., & Aram, D. (2020). Using a digital spelling game for promoting alphabetic knowledge of preschoolers: The contribution of auditory and visual supports. Reading Research Quarterly, 55(2), 235-250. https://doi.org/10.1002/rrq.264
  • Elmonayer, R. A. (2013). Promoting phonological awareness skills of Egyptian kindergarteners through dialogic reading. Early Child Development and Care, 183(9), 1229-1241. https://doi.org/10.1080/03004430.2012.703183
  • Ferrari, L., & Addessi, A. R. (2014). A new way to play music together: The Continuator in the classroom. International Journal of Music Education, 32(2), 171-184. https://doi.org/10.1177/0255761413504706
  • Franc, B., & Subotic, V. (2015). Differences in phonological awareness of five-year-olds from Montessori and regular program preschool institutions. In U: Researching paradigms of childhood and education conference book of selected papers (2nd Symposium: Child language and culture) (pp. 12-20).
  • Goffredo, M., Bernabucci, I., Lucarelli, C., Conforto, S., Schmid, M., Nera, M. M., Lopez, L., D’Alessio, T., & Grasselli, B. (2016). Evaluation of a motion-based platform for practicing phonological awareness of preschool children. Journal of Educational Computing Research, 54(5), 595-618. https://doi.org/10.1177/0735633115626881
  • Gökmen, G. S. (2007). 4; 0-6; 0 yaş (48-72 aylar) arasındaki çocukların ad-eylem kullanımları [Noun verb usage of 4;0-6;0 (the 48-72 month children) year old children]. Dil Dergisi, 137, 18-33.
  • Görgün, E. (2020). Resimli çocuk kitaplarının felsefi kavramlar bakımından incelenmesi [Unpublished master thesis]. Gazi University.
  • Goswami, U. (2003). Early phonological development and the acquisition of literacy. Dickinson, D. K., & Neuman, S. B. (Eds.). Handbook of Early Literacy Research. Guilford Press.
  • Harper, L. J. (2011). Nursery Rhyme Knowledge and Phonological Awareness in Preschool Children. Journal of Language and Literacy Education, 7(1), 65-78.
  • Haynie, W. J. (1997). Effects of anticipation of test on delayed retention learning. Journal of Technology Education, 9 (1), 20-30.
  • Hempenstall, K. (2003). Phonemic awareness: What does it mean? Education Oasis, 201.14.08.2021https://pact.tarleton.edu/TCERT/Content/Documents/Phonemic%20Awareness.pdf
  • Hillman, M., & Marshall, J. (2009). Evaluation of digital media for emergent literacy. Computers in the Schools, 26(4), 256-270. https://doi.org/10.1080/07380560903360186
  • Hogan, T. P., Catts, H. W., & Little, T. (2005). The relationship between phonological awareness and reading: Implications for the assessment of phonological awareness. Language, Speech, and Hearing Services in the Schools, 36, 285–293. https://doi.org/10.1044/0161-1461(2005/029)
  • Incognito, O., & Pinto, G. (2023). Longitudinal effects of family and school context on the development on emergent literacy skills in preschoolers. Current Psychology, 42(12), 9819-9829. https://doi.org/10.1007/s12144-021-02274-6
  • Jadán-Guerrero, J., Ramos-Galarza, C., los Angeles Carpio-Brenes, M. D., Calle-Jimenez, T., Salvador-Ullauri, L., & Nunes, I. L. (2020). Phonological awareness intervention and basic literacy skill development with Kiteracy-PiFo. In International Conference on Applied Human Factors and Ergonomics, 319-325. Springer, Cham. https://doi.org/10.1007/978-3-030-51369-6_43
  • Justice, L. M., & Vukelich, C. (Eds.). (2008). Achieving excellence in preschool literacy instruction. Guilford Press.
  • Karaman, G., & Aytar, A. G. (2016). Erken okuryazarlık becerilerini değerlendirme aracı’nın (EOBDA) geliştirilmesi [Development of early literacy skills assessment tool (ELST)]. Mersin University Journal of the Faculty of Education, 12(2), 516-541. https://doi.org/10.17860/efd.02080
  • Kargın, T., Güldenoğlu, B., & Ergül, C. (2017). Anasınıfı çocuklarının erken okuryazarlık beceri profili: Ankara örneklemi [Early literacy profile of kindergarten children: Ankara sample]. Journal of Special Education, 18(1), 61-87. https://doi.org/10.21565/ozelegitimdergisi.299868
  • Kartal, G., & Terziyan, T. (2016). Development and evaluation of game-like phonological awareness software for kindergarteners: JerenAli. Journal of Educational Computing Research, 53(4), 519-539. https://doi.org/10.1177/0735633115608397
  • Keklik, S. (2010). Türkçede 0-6 yaş çocuklarına öğretilmesi gereken en sık kullanılan 1200 kelime. Türkiye Sosyal Araştırmalar Dergisi, 3, 1-28.
  • Keklik, S. (2011). Türkçede on bir yaşına kadar çocuklara öğretilmesi gereken, birleşim gücü yüksek ilk bin kelime [The first thousand words in turkish which can easily be combined should be taught until eleven year old children]. ODÜ Sosyal Bilimler Araştırmaları Dergisi (ODÜSOBİAD), 2(4), 80-95.
  • Kelly, C., Leitão, S., Smith-Lock, K., & Heritage, B. (2019). The effectiveness of a classroom-based phonological awareness program for 4–5-year-olds. International Journal of Speech-Language Pathology, 21(1), 101-113. https://doi.org/10.1080/17549507.2017.1400589
  • Kostelnik, M. J., Soderman, A. K., Whiren, A. P., & Rupiper, M. L. (2019). evelopmentally appropriate curriculum: Best practices in early childhood education. Pearson Education.
  • Kozminsky, L., & Kozminsky, E. (1995). The effects of early phonological awareness training on reading success. Learning and Instruction, 5(3), 187-201. https://doi.org/10.1016/0959-4752(95)00004-M
  • Lefebvre, P., Trudeau, N., & Sutton, A. (2011). Enhancing vocabulary, print awareness and phonological awareness through shared storybook reading with low-income preschoolers. Journal of Early Childhood Literacy, 11(4), 453-479. https://doi.org/10.1177/1468798411416581
  • Lenhart, J., Suggate, S. P., & Lenhard, W. (2022). Shared-reading onset and emergent literacy development. Early Education and Development, 33(4), 589-607. https://doi.org/10.1080/10409289.2021.1915651
  • Lennon, M., Pila, S., Flynn, R., & Wartella, E. A. (2022). Young children’s social and independent behavior during play with a coding app: Digital game features matter in a 1: 1 child to tablet setting. Computers & Education, 190, 104608. https://doi.org/10.1016/j.compedu.2022.104608
  • Lennox, S. (2014). The potential of poetry for early literacy learning: Why, how and what? Practically Primary, 19(3), 21-24.
  • Li, Y., Chen, X., Li, H., Sheng, X., Chen, L., Richardson, U., & Lyytinen, H. (2020). A computer‐based Pinyin intervention for disadvantaged children in China: Effects on Pinyin skills, phonological awareness, and character reading. Dyslexia, 26(4), 377-393. https://doi.org/10.1002/dys.1654
  • Lim, C. T., & Chew, F. P. (2018). Using poems to increase phonological awareness among children. In Issues and Trends in Interdisciplinary Behavior and Social Science: Proceedings of the 6th International Congress on Interdisciplinary Behavior and Social Sciences (ICIBSoS 2017), July 22-23, 2017, Bali, Indonesia (p. 33). CRC Press.
  • Luna, S. M. (2021). Challenging norms in pre-kindergarten curriculum by listening to young children: Pre-service teachers’ lessons in phonological awareness. International Critical Childhood Policy Studies Journal, 8(2), 80-91.
  • Martins, M. A., & Silva, C. (2001). Letter names, phonological awareness and the phonetization of writing. European Journal of Psychology of Education, 16, 605-617.
  • McClarty, K. L., Orr, A., Frey, P. M., Dolan, R. P., Vassileva, V., & McVay, A. (2012). A literature review of gaming in education. Gaming in education, 1(1), 1-35.
  • Memoğlu-Süleymanoğlu, H. (2014a). Türkçenin sıklık sözlüğü. Hatiboğlu Yayınları.
  • Memoğlu-Süleymanoğlu, H. (2014b). Türkçenin ters sıklık sözlüğü. Hatiboğlu Yayınları.
  • Mertala, P., & Meriläinen, M. (2019). The best game in the world: Exploring young children’s digital game–related meaning-making via design activity. Global Studies of Childhood, 9(4), 275-289. https://doi.org/10.1177/2043610619867701
  • Mertens, D. M. (2019). Research and evaluation in education and psychology: Integrating diversity with quantitative, qualitative, and mixed methods. Sage Publications.
  • Mihai, A., Friesen, A., Butera, G., Horn, E., Lieber, J., & Palmer, S. (2015). Teaching phonological awareness to all children through storybook reading. Young Exceptional Children, 18(4), 3-18. https://doi.org/10.1177/1096250614535221
  • Ministry of National Education [MoNE]. (2013). 36-72 aylık çocuk için okul öncesi eğitim programı. 20.05.2021 https://tegm.meb.gov.tr/dosya/okuloncesi/ooproram.pdf
  • Moritz, C., Yampolsky, S., Papadelis, G., Thomson, J., & Wolf, M. (2013). Links between early rhythm skills, musical training, and phonological awareness. Reading and Writing, 26, 739-769. https://doi.org/10.1007/s11145-012-9389-0
  • Morrison, T. G., & Wilcox, B. G. (2012). Developing literacy: Reading and writing to, with, and by children. Pearson Higher Ed.
  • Moyer, P. S., Bolyard, J. J., & Spikell, M. A. (2002). What are virtual manipulatives? Teaching children mathematics, 8(6), 372-377. https://doi.org/10.5951/TCM.8.6.0372
  • National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction: Reports of the subgroups. National Institute of Child Health and Human Development, National Institutes of Health.
  • Newby, P. (2010). Research methods for education. Pearson Education.
  • Nichols, W. D., Rasinski, T. V., Rupley, W. H., Kellogg, R. A., & Paige, D. D. (2018). Why Poetry for Reading Instruction? Because It Works! The Reading Teacher, 72(3), 389-397. https://doi.org/10.1002/trtr.1734
  • Oliva-Maza, A., Ayuso-Escuer, N., Coma-Roselló, T., & Torres-Moreno, E. F. (2021). Mystery of the Runaway Letrabytes: Inclusive Assessment of Phonological Awareness With Tangible Gamification. IEEE Revista Iberoamericana de Tecnologias del Aprendizaje, 16(4), 424-432.
  • Özen, Y., & Gül, A. (2007). Sosyal ve eğitim bilimleri araştırmalarında evren-örneklem sorunu [Population-sampling issue on social and educational research studies]. Journal of Kazım Karabekir Education Faculty, 15, 394-422.
  • Patria, L. (2023, June). Improving Students ‘Motivation in Learning Phonics through Games. In Proceedings of the 2nd International Conference on Advances in Humanities, Education and Language, ICEL 2022, 07–08 November 2022, Malang, Indonesia.
  • 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. https://doi.org/10.1177/0271121407313813
  • Pila, S., Aladé, F., Sheehan, K. J., Lauricella, A. R., & Wartella, E. A. (2019). Learning to code via tablet applications: An evaluation of Daisy the Dinosaur and Kodable as learning tools for young children. Computers & Education, 128, 52-62. https://doi.org/10.1016/j.compedu.2018.09.006
  • Pogiatzi, M., Bardoutsou, I., Lavidas, K., & Komis, V. (2022). Interviewing preschool children in Greece about their usage of mobile devices at home. SN Social Sciences, 2(10), 215. https://doi.org/10.1007/s43545-022-00522-5
  • 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. https://doi.org/10.1177/10534512030390020401
  • Puolakanaho, A., Poikkeus, A. M., Ahonen, T., Tolvanen, A., & Lyytinen, H. (2003). Assessment of three-and-a-half-year-old children's emerging phonological awareness in a computer animation context. Journal of Learning Disabilities, 36(5), 416-423. https://doi.org/10.1177/00222194030360050301
  • Redig, J. (2018). Does daily exposure through the use of nursery rhymes better support students’ phonological awareness skill development? [Unpublished Master Thesis]. Northwestern Collage, Iowa.
  • Rideout, V. (2011). Zero to eight: Children’s media use in America. Common Sense Media.
  • Rowe, M. L., Kirby, A. L., Dahbi, M., & Luk, G. (2023). Promoting language and literacy skills through music in early childhood classrooms. The Reading Teacher, 76(4), 487-496. https://doi.org/10.1002/trtr.2155
  • Ryan, R. M., Rigby, C. S., & Przybylski, A. (2006). The motivational pull of video games: A self-determination theory approach. Motivation and Emotion, 30, 344-360. https://doi.org/10.1007/s11031-006-9051-8
  • Sá, M., Sa-Couto, P., & Lousada, M. (2022). Phonological awareness digital program: a randomized controlled study. Revista de Investigación en Logopedia, 12(1). https://doi.org/10.5209/rlog.77402
  • Şahin Kamışlı, G., Mengü, G., Bayramoğlu, İ., & Kemaloğlu, Y. (2015). Konuşma odyometrisi ve çocuklar için kelime listeleri geliştirilmesi üzerine bir derleme [A review on speech audiometry and developing pediatric word list]. Türkiye Klinikleri, 8(2), 13-25.
  • Şahin, L. (2019). Okul eğitim dönemi erken dönem okur yazarlık öğretimine öğretmene yönelik bakışın incelenmesi [Yüksek lisans tezi]. Yakın Doğu Üniversitesi.
  • Saracho, O., & Spodek, B. (2002). Influences on Early Childhood Curriculum Development. Saracho, O., & Spodek, B. (Eds.). (2002). Contemporary Perspectives on Early Childhood Curriculum. IAP.
  • Savaş, M., & Turan, M. (2011). Okulöncesi altı yaş grubu öğrencilerin sahip oldukları kelime servetinin incelenmesi [Assessment of word power of age group of six students in the pre-scohool time]. Education Sciences, 6(1), 841-859.
  • Selwyn, N. (2016). Education and technology: Key issues and debates. Bloomsbury Publishing.
  • Schuele, C. M., & Boudreau, D. (2008). Phonological awareness intervention: Beyond the basics. Language, Speech, And Hearing Services in Schools, 39(1), 3-20. https://doi.org/10.1044/0161-1461(2008/002)
  • Sheridan, S., Williams, P., Sandberg, A., & Vuorinen, T. (2011). Preschool teaching in Sweden–a profession in change. Educational research, 53(4), 415-437. https://doi.org/10.1080/00131881.2011.625153
  • Shifflet, R., Mattoon, C., & Bates, A. (2020). Using tablets in a prekindergarten classroom to foster phonological awareness. International Research in Early Childhood Education, 10(1), 1-20.
  • Shuler, C. (2012). iLearn II: An analysis of the education category on apple’s app store. Joan Ganz Cooney Center.
  • Stadler, M. A., & McEvoy, M. A. (2003). The effect of text genre on parent use of joint book reading strategies to promote phonological awareness. Early Childhood Research Quarterly, 18(4), 502-512. https://doi.org/10.1016/j.ecresq.2003.09.008
  • Stephen, C., & Plowman, L. (2014). Digital Play. In: Brooker L., Blaise M., & Edwards S. (Eds.) SAGE handbook of play and learning in early childhood. SAGE.
  • Sucena, A., Silva, A. F., & Marques, C. (2023). Reading skills promotion: Results on the impact of a preschool intervention. In Frontiers in Education, 7, 1076630.
  • Symmonds, J. M. (2020). Impact of quality shared reading experiences on the phonological awareness skills of preschoolers [Unpublished doctoral dissertation]. The William Paterson University.
  • Topbaş, S. (1996). Sesbilgisi açısından dil edimin süreci. Dilbilim Araştırmaları Dergisi, 7, 295-309.
  • Topbaş, S. (2006). Türkçe sesletim-sesbilgisi testi: Geçerlik-güvenirlik ve standardizasyon çalışması, Türk Psikoloji Dergisi, 21(58), 39-56.
  • Torgesen, J. K., & Mathes, P. G. (1998). What every teacher should know about phonological awareness. Florida Department of Education, Division of Schools and Community Education, Bureau of Instructional Support and Community Services.
  • Van der Kooy-Hofland, V. A., Bus, A. G., & Roskos, K. (2012). Effects of a brief but intensive remedial computer intervention in a sub-sample of kindergartners with early literacy delays. Reading and Writing, 25, 1479-1497. https://doi.org/10.1007/s11145-011-9328-5
  • Van Goch, M. M., Verhoeven, L., & McQueen, J. M. (2017). Trainability in lexical specificity mediates between short-term memory and both vocabulary and rhyme awareness. Learning and Individual Differences, 57, 163-169. https://doi.org/10.1016/j.lindif.2017.05.008
  • Vinter, A., Bard, P., Lukowski-Duplessy, H., & Poulin-Charronnat, B. (2022). A comparison of the impact of digital games eliciting explicit and implicit learning processes in preschoolers. International Journal of Child-Computer Interaction, 34, 100534. https://doi.org/10.1016/j.ijcci.2022.100534
  • Weiss, Y., Yeatman, J. D., Ender, S., Gijbels, L., Loop, H., Mizrahi, J. C., Woo, B.Y., & Kuhl, P. K. (2022). Can an Online Reading Camp Teach 5-Year-Old Children to Read? Frontiers in Human Neuroscience, 52. https://doi.org/10.3389/fnhum.2022.793213
  • Xiong, Z., Liu, Q., & Huang, X. (2022). The influence of digital educational games on preschool Children’s creative thinking. Computers & Education, 189, 104578. https://doi.org/10.1016/j.compedu.2022.104578
  • Yopp, H. K., & Yopp, R. H. (2000). Supporting phonemic awareness development in the classroom. The Reading Teacher, 54(2), 130-143.
  • Zevenbergen, R. (2007). Digital natives come to preschool: Implications for early childhood practice. Contemporary Issues in Early Childhood, 8(1), 19-29. https://doi.org/10.2304/ciec.2007.8.1.19

The Effect of Digital Game-Based and Different Education Programs on Phonological Awareness Skills of 60-72 Months-Old Children

Year 2024, , 202 - 235, 28.01.2024
https://doi.org/10.30831/akukeg.1358837

Abstract

This study examines the effects of digital game-based and different educational programs on the phonological awareness skills of 60-72-month-old children. The study group of the research consists of 60-72-month-old children studying in kindergartens affiliated with primary schools. The study group was divided into three experimental groups and one control group. There were 22 children in experimental group 1, 16 in experimental group 2, 17 in experimental group 3, and 17 in the control group, totaling 72 children. In the study, a phonological awareness education program was applied to experimental group 1, a digital game-supported phonological awareness education program was applied to experimental group 2, a digital game-based phonological awareness education program was applied to experimental group 3, and no intervention was applied to the control group. A quasi-experimental design was used as the research model. The Study used the Early Literacy Skills Assessment Tool (ELSA) and the Early Literacy Test for Preschoolers (ELTKC) as data collection tools. A pre-test was administered to the study and control groups, and after the pre-test, educational programs were applied to the experimental groups for ten weeks. After the educational programs were implemented, a post-test was administered to the experimental and control groups, and a retention test was administered to the experimental groups. According to the results of the study, it was determined that there was a significant difference between the experimental groups and between the experimental groups and the control group.

Thanks

We want to express our gratitude to Sekizdesekiz Group for their contributions.

References

  • Amorim, A. N., Jeon, L., Abel, Y., Felisberto, E. F., Barbosa, L. N., & Dias, N. M. (2020). Using escribo play video games to improve phonological awareness, early reading, and writing in preschool. Educational Researcher, 49(3), 188-197. https://doi.org/10.3102/0013189X20909824
  • Arias, M. P. (2023). Phonological Awareness Games-A Take Home Kit. Greensboro College.
  • Arnold, D. H., Chary, M., Gair, S. L., Helm, A. F., Herman, R., Kang, S., & Lokhandwala, S. (2021). A randomized controlled trial of an educational app to improve preschoolers’ emergent literacy skills. Journal of Children and Media, 15(4), 457-475. https://doi.org/10.1080/17482798.2020.1863239
  • Arnott, L. (2013). Are we allowed to blink? Young children’s leadership and ownership while mediating interactions around technologies. International Journal of Early Years Education, 21(1), 97-115. https://doi.org/10.1080/09669760.2013.772049
  • Bayraktar, V., & Temel, Z. F. (2014). Okuma yazmaya hazırlık eğitim programı’nın çocukların okuma yazma becerilerine etkisi [The effect of the program of readiness education on the skills on reading-writing skills]. Hacettepe University Journal of Education, 29(3), 08-22.
  • Becker, K. (2017). Choosing and using digital games in the classroom (pp. 175-214). Springer.
  • Beers, C. S., Beers, J. W., & Smith, J. O. (2010). A principal’s guide to literacy teaching. Guilford Press.
  • Bennett, M., & Parise, M. (2014). Computer technology: Possibilities and pitfalls. Childhood Education, 90(5), 365-369. https://doi.org/10.1080/00094056.2014.952579
  • Bentin, S., Hammer, R., & Cahan, S. (1991). The effects of aging and first grade schooling on the development of phonological awareness. Psychological science, 2(4), 271-275. https://doi.org/10.1111/j.1467-9280.1991.tb00148.x
  • Bolduc, J. (2009). Effects of a music programme on kindergartners’ phonological awareness skills 1. International Journal of Music Education, 27(1), 37-47. https://doi.org/10.1177/0255761408099063
  • Bolduc, J., & Lefebvre, P. (2012). Using nursery rhymes to foster phonological and musical processing skills in kindergarteners. Creative Education, 3(4), 495-502. https://doi.org/10.4236/ce.2012.34075
  • Busink, R. (1997). Reading and phonological awareness: What we have learned and how we can use it. Literacy Research and Instruction, 36(3), 199-215. https://doi.org/10.1080/19388079709558239
  • Büyüköztürk, Ş. (2013). Sosyal bilimler için veri analizi el kitabı. Pegem Akademi.
  • Büyüköztürk, Ş., Kılıç-Çakmak, E., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2014). Bilimsel araştırma yöntemleri (Geliştirilmiş 16. Baskı). Pegem Akademi.
  • Cameron, M. (2023). The effects of a computerized intervention on kindergarten students’ reading skills [Unpublished doctoral dissertation]. Mount Saint Vincent University.
  • Cardoso-Martins, C., Mesquita, T. C. L., & Ehri, L. (2011). Letter names and phonological awareness help children to learn letter–sound relations. Journal of Experimental Child Psychology, 109(1), 25-38. https://doi.org/10.1016/j.jecp.2010.12.006
  • Casalis, S., & Colé, P. (2009). On the relationship between morphological and phonological awareness: Effects of training in kindergarten and in first-grade reading. First language, 29(1), 113-142. https://doi.org/10.1177/0142723708097484
  • Castles, A., & Coltheart, M. (2004). Is there a causal link from phonological awareness to success in learning to read? Cognition, 91(1), 77-111. https://doi.org/10.1016/S0010-0277(03)00164-1
  • Çetin, A. (2019). Erken okuryazarlık eğitimi eğitimi erken okuryazarlık ve matematik hataları üzerine bilgisayar incelemesi [Investigation of the effect of early literacy skills educational program on early literacy and early mathematics skills. [Unpublished doctoral dissertation], Hacettepe University.
  • Chambers, B., Cheung, A. C., & Slavin, R. E. (2016). Literacy and language outcomes of comprehensive and developmental-constructivist approaches to early childhood education: A systematic review. Educational Research Review, 18, 88-111. https://doi.org/10.1016/j.edurev.2016.03.003
  • Check, J., & Schutt, R. K. (2012). Research methods in education. Sage Publications.
  • Christie, J. F., Enz, B., & Vukelich, C. (2011). Teaching language and literacy: Preschool through the elementary grades. Longman.
  • Cohen, L., Manion, L., & Morrison, K. (2017). Research methods in education. Routledge.
  • Da Silva, G. C., Rodrigues, R. L., Amorim, A. N., Mello, R. F., & Neto, J. R. O. (2022). Game learning analytics can unpack Escribo play effects in preschool early reading and writing. Computers and Education Open, 3, 100066. https://doi.org/10.1016/j.caeo.2021.100066
  • Degé, F., & Schwarzer, G. (2011). The effect of a music program on phonological awareness in preschoolers. Frontiers in Psychology, 2, 124. https://doi.org/10.3389/fpsyg.2011.00124
  • De Jong, P. F. (2007). Phonological awareness and the use of phonological similarity in letter–sound learning. Journal of Experimental Child Psychology, 98(3), 131-152. https://doi.org/10.1016/j.jecp.2007.06.003
  • Del Egido, M. G. V. (2023). The effects of pitch-focused and rhythm-focused music programs on preschool phonological awareness, alphabet knowledge, and concept of word awareness [Unpublished doctoral dissertation]. The George Washington University.
  • Dinler, H., & Cevher Kalburan, N. (2021). The effect of poetry focused supportive educational program to preschool children’s phonological awareness. Kastamonu Education Journal, 29(5), 1034-1051. https://doi.org/10.24106/kefdergi.715624
  • Elimelech, A., & Aram, D. (2020). Using a digital spelling game for promoting alphabetic knowledge of preschoolers: The contribution of auditory and visual supports. Reading Research Quarterly, 55(2), 235-250. https://doi.org/10.1002/rrq.264
  • Elmonayer, R. A. (2013). Promoting phonological awareness skills of Egyptian kindergarteners through dialogic reading. Early Child Development and Care, 183(9), 1229-1241. https://doi.org/10.1080/03004430.2012.703183
  • Ferrari, L., & Addessi, A. R. (2014). A new way to play music together: The Continuator in the classroom. International Journal of Music Education, 32(2), 171-184. https://doi.org/10.1177/0255761413504706
  • Franc, B., & Subotic, V. (2015). Differences in phonological awareness of five-year-olds from Montessori and regular program preschool institutions. In U: Researching paradigms of childhood and education conference book of selected papers (2nd Symposium: Child language and culture) (pp. 12-20).
  • Goffredo, M., Bernabucci, I., Lucarelli, C., Conforto, S., Schmid, M., Nera, M. M., Lopez, L., D’Alessio, T., & Grasselli, B. (2016). Evaluation of a motion-based platform for practicing phonological awareness of preschool children. Journal of Educational Computing Research, 54(5), 595-618. https://doi.org/10.1177/0735633115626881
  • Gökmen, G. S. (2007). 4; 0-6; 0 yaş (48-72 aylar) arasındaki çocukların ad-eylem kullanımları [Noun verb usage of 4;0-6;0 (the 48-72 month children) year old children]. Dil Dergisi, 137, 18-33.
  • Görgün, E. (2020). Resimli çocuk kitaplarının felsefi kavramlar bakımından incelenmesi [Unpublished master thesis]. Gazi University.
  • Goswami, U. (2003). Early phonological development and the acquisition of literacy. Dickinson, D. K., & Neuman, S. B. (Eds.). Handbook of Early Literacy Research. Guilford Press.
  • Harper, L. J. (2011). Nursery Rhyme Knowledge and Phonological Awareness in Preschool Children. Journal of Language and Literacy Education, 7(1), 65-78.
  • Haynie, W. J. (1997). Effects of anticipation of test on delayed retention learning. Journal of Technology Education, 9 (1), 20-30.
  • Hempenstall, K. (2003). Phonemic awareness: What does it mean? Education Oasis, 201.14.08.2021https://pact.tarleton.edu/TCERT/Content/Documents/Phonemic%20Awareness.pdf
  • Hillman, M., & Marshall, J. (2009). Evaluation of digital media for emergent literacy. Computers in the Schools, 26(4), 256-270. https://doi.org/10.1080/07380560903360186
  • Hogan, T. P., Catts, H. W., & Little, T. (2005). The relationship between phonological awareness and reading: Implications for the assessment of phonological awareness. Language, Speech, and Hearing Services in the Schools, 36, 285–293. https://doi.org/10.1044/0161-1461(2005/029)
  • Incognito, O., & Pinto, G. (2023). Longitudinal effects of family and school context on the development on emergent literacy skills in preschoolers. Current Psychology, 42(12), 9819-9829. https://doi.org/10.1007/s12144-021-02274-6
  • Jadán-Guerrero, J., Ramos-Galarza, C., los Angeles Carpio-Brenes, M. D., Calle-Jimenez, T., Salvador-Ullauri, L., & Nunes, I. L. (2020). Phonological awareness intervention and basic literacy skill development with Kiteracy-PiFo. In International Conference on Applied Human Factors and Ergonomics, 319-325. Springer, Cham. https://doi.org/10.1007/978-3-030-51369-6_43
  • Justice, L. M., & Vukelich, C. (Eds.). (2008). Achieving excellence in preschool literacy instruction. Guilford Press.
  • Karaman, G., & Aytar, A. G. (2016). Erken okuryazarlık becerilerini değerlendirme aracı’nın (EOBDA) geliştirilmesi [Development of early literacy skills assessment tool (ELST)]. Mersin University Journal of the Faculty of Education, 12(2), 516-541. https://doi.org/10.17860/efd.02080
  • Kargın, T., Güldenoğlu, B., & Ergül, C. (2017). Anasınıfı çocuklarının erken okuryazarlık beceri profili: Ankara örneklemi [Early literacy profile of kindergarten children: Ankara sample]. Journal of Special Education, 18(1), 61-87. https://doi.org/10.21565/ozelegitimdergisi.299868
  • Kartal, G., & Terziyan, T. (2016). Development and evaluation of game-like phonological awareness software for kindergarteners: JerenAli. Journal of Educational Computing Research, 53(4), 519-539. https://doi.org/10.1177/0735633115608397
  • Keklik, S. (2010). Türkçede 0-6 yaş çocuklarına öğretilmesi gereken en sık kullanılan 1200 kelime. Türkiye Sosyal Araştırmalar Dergisi, 3, 1-28.
  • Keklik, S. (2011). Türkçede on bir yaşına kadar çocuklara öğretilmesi gereken, birleşim gücü yüksek ilk bin kelime [The first thousand words in turkish which can easily be combined should be taught until eleven year old children]. ODÜ Sosyal Bilimler Araştırmaları Dergisi (ODÜSOBİAD), 2(4), 80-95.
  • Kelly, C., Leitão, S., Smith-Lock, K., & Heritage, B. (2019). The effectiveness of a classroom-based phonological awareness program for 4–5-year-olds. International Journal of Speech-Language Pathology, 21(1), 101-113. https://doi.org/10.1080/17549507.2017.1400589
  • Kostelnik, M. J., Soderman, A. K., Whiren, A. P., & Rupiper, M. L. (2019). evelopmentally appropriate curriculum: Best practices in early childhood education. Pearson Education.
  • Kozminsky, L., & Kozminsky, E. (1995). The effects of early phonological awareness training on reading success. Learning and Instruction, 5(3), 187-201. https://doi.org/10.1016/0959-4752(95)00004-M
  • Lefebvre, P., Trudeau, N., & Sutton, A. (2011). Enhancing vocabulary, print awareness and phonological awareness through shared storybook reading with low-income preschoolers. Journal of Early Childhood Literacy, 11(4), 453-479. https://doi.org/10.1177/1468798411416581
  • Lenhart, J., Suggate, S. P., & Lenhard, W. (2022). Shared-reading onset and emergent literacy development. Early Education and Development, 33(4), 589-607. https://doi.org/10.1080/10409289.2021.1915651
  • Lennon, M., Pila, S., Flynn, R., & Wartella, E. A. (2022). Young children’s social and independent behavior during play with a coding app: Digital game features matter in a 1: 1 child to tablet setting. Computers & Education, 190, 104608. https://doi.org/10.1016/j.compedu.2022.104608
  • Lennox, S. (2014). The potential of poetry for early literacy learning: Why, how and what? Practically Primary, 19(3), 21-24.
  • Li, Y., Chen, X., Li, H., Sheng, X., Chen, L., Richardson, U., & Lyytinen, H. (2020). A computer‐based Pinyin intervention for disadvantaged children in China: Effects on Pinyin skills, phonological awareness, and character reading. Dyslexia, 26(4), 377-393. https://doi.org/10.1002/dys.1654
  • Lim, C. T., & Chew, F. P. (2018). Using poems to increase phonological awareness among children. In Issues and Trends in Interdisciplinary Behavior and Social Science: Proceedings of the 6th International Congress on Interdisciplinary Behavior and Social Sciences (ICIBSoS 2017), July 22-23, 2017, Bali, Indonesia (p. 33). CRC Press.
  • Luna, S. M. (2021). Challenging norms in pre-kindergarten curriculum by listening to young children: Pre-service teachers’ lessons in phonological awareness. International Critical Childhood Policy Studies Journal, 8(2), 80-91.
  • Martins, M. A., & Silva, C. (2001). Letter names, phonological awareness and the phonetization of writing. European Journal of Psychology of Education, 16, 605-617.
  • McClarty, K. L., Orr, A., Frey, P. M., Dolan, R. P., Vassileva, V., & McVay, A. (2012). A literature review of gaming in education. Gaming in education, 1(1), 1-35.
  • Memoğlu-Süleymanoğlu, H. (2014a). Türkçenin sıklık sözlüğü. Hatiboğlu Yayınları.
  • Memoğlu-Süleymanoğlu, H. (2014b). Türkçenin ters sıklık sözlüğü. Hatiboğlu Yayınları.
  • Mertala, P., & Meriläinen, M. (2019). The best game in the world: Exploring young children’s digital game–related meaning-making via design activity. Global Studies of Childhood, 9(4), 275-289. https://doi.org/10.1177/2043610619867701
  • Mertens, D. M. (2019). Research and evaluation in education and psychology: Integrating diversity with quantitative, qualitative, and mixed methods. Sage Publications.
  • Mihai, A., Friesen, A., Butera, G., Horn, E., Lieber, J., & Palmer, S. (2015). Teaching phonological awareness to all children through storybook reading. Young Exceptional Children, 18(4), 3-18. https://doi.org/10.1177/1096250614535221
  • Ministry of National Education [MoNE]. (2013). 36-72 aylık çocuk için okul öncesi eğitim programı. 20.05.2021 https://tegm.meb.gov.tr/dosya/okuloncesi/ooproram.pdf
  • Moritz, C., Yampolsky, S., Papadelis, G., Thomson, J., & Wolf, M. (2013). Links between early rhythm skills, musical training, and phonological awareness. Reading and Writing, 26, 739-769. https://doi.org/10.1007/s11145-012-9389-0
  • Morrison, T. G., & Wilcox, B. G. (2012). Developing literacy: Reading and writing to, with, and by children. Pearson Higher Ed.
  • Moyer, P. S., Bolyard, J. J., & Spikell, M. A. (2002). What are virtual manipulatives? Teaching children mathematics, 8(6), 372-377. https://doi.org/10.5951/TCM.8.6.0372
  • National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction: Reports of the subgroups. National Institute of Child Health and Human Development, National Institutes of Health.
  • Newby, P. (2010). Research methods for education. Pearson Education.
  • Nichols, W. D., Rasinski, T. V., Rupley, W. H., Kellogg, R. A., & Paige, D. D. (2018). Why Poetry for Reading Instruction? Because It Works! The Reading Teacher, 72(3), 389-397. https://doi.org/10.1002/trtr.1734
  • Oliva-Maza, A., Ayuso-Escuer, N., Coma-Roselló, T., & Torres-Moreno, E. F. (2021). Mystery of the Runaway Letrabytes: Inclusive Assessment of Phonological Awareness With Tangible Gamification. IEEE Revista Iberoamericana de Tecnologias del Aprendizaje, 16(4), 424-432.
  • Özen, Y., & Gül, A. (2007). Sosyal ve eğitim bilimleri araştırmalarında evren-örneklem sorunu [Population-sampling issue on social and educational research studies]. Journal of Kazım Karabekir Education Faculty, 15, 394-422.
  • Patria, L. (2023, June). Improving Students ‘Motivation in Learning Phonics through Games. In Proceedings of the 2nd International Conference on Advances in Humanities, Education and Language, ICEL 2022, 07–08 November 2022, Malang, Indonesia.
  • 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. https://doi.org/10.1177/0271121407313813
  • Pila, S., Aladé, F., Sheehan, K. J., Lauricella, A. R., & Wartella, E. A. (2019). Learning to code via tablet applications: An evaluation of Daisy the Dinosaur and Kodable as learning tools for young children. Computers & Education, 128, 52-62. https://doi.org/10.1016/j.compedu.2018.09.006
  • Pogiatzi, M., Bardoutsou, I., Lavidas, K., & Komis, V. (2022). Interviewing preschool children in Greece about their usage of mobile devices at home. SN Social Sciences, 2(10), 215. https://doi.org/10.1007/s43545-022-00522-5
  • 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. https://doi.org/10.1177/10534512030390020401
  • Puolakanaho, A., Poikkeus, A. M., Ahonen, T., Tolvanen, A., & Lyytinen, H. (2003). Assessment of three-and-a-half-year-old children's emerging phonological awareness in a computer animation context. Journal of Learning Disabilities, 36(5), 416-423. https://doi.org/10.1177/00222194030360050301
  • Redig, J. (2018). Does daily exposure through the use of nursery rhymes better support students’ phonological awareness skill development? [Unpublished Master Thesis]. Northwestern Collage, Iowa.
  • Rideout, V. (2011). Zero to eight: Children’s media use in America. Common Sense Media.
  • Rowe, M. L., Kirby, A. L., Dahbi, M., & Luk, G. (2023). Promoting language and literacy skills through music in early childhood classrooms. The Reading Teacher, 76(4), 487-496. https://doi.org/10.1002/trtr.2155
  • Ryan, R. M., Rigby, C. S., & Przybylski, A. (2006). The motivational pull of video games: A self-determination theory approach. Motivation and Emotion, 30, 344-360. https://doi.org/10.1007/s11031-006-9051-8
  • Sá, M., Sa-Couto, P., & Lousada, M. (2022). Phonological awareness digital program: a randomized controlled study. Revista de Investigación en Logopedia, 12(1). https://doi.org/10.5209/rlog.77402
  • Şahin Kamışlı, G., Mengü, G., Bayramoğlu, İ., & Kemaloğlu, Y. (2015). Konuşma odyometrisi ve çocuklar için kelime listeleri geliştirilmesi üzerine bir derleme [A review on speech audiometry and developing pediatric word list]. Türkiye Klinikleri, 8(2), 13-25.
  • Şahin, L. (2019). Okul eğitim dönemi erken dönem okur yazarlık öğretimine öğretmene yönelik bakışın incelenmesi [Yüksek lisans tezi]. Yakın Doğu Üniversitesi.
  • Saracho, O., & Spodek, B. (2002). Influences on Early Childhood Curriculum Development. Saracho, O., & Spodek, B. (Eds.). (2002). Contemporary Perspectives on Early Childhood Curriculum. IAP.
  • Savaş, M., & Turan, M. (2011). Okulöncesi altı yaş grubu öğrencilerin sahip oldukları kelime servetinin incelenmesi [Assessment of word power of age group of six students in the pre-scohool time]. Education Sciences, 6(1), 841-859.
  • Selwyn, N. (2016). Education and technology: Key issues and debates. Bloomsbury Publishing.
  • Schuele, C. M., & Boudreau, D. (2008). Phonological awareness intervention: Beyond the basics. Language, Speech, And Hearing Services in Schools, 39(1), 3-20. https://doi.org/10.1044/0161-1461(2008/002)
  • Sheridan, S., Williams, P., Sandberg, A., & Vuorinen, T. (2011). Preschool teaching in Sweden–a profession in change. Educational research, 53(4), 415-437. https://doi.org/10.1080/00131881.2011.625153
  • Shifflet, R., Mattoon, C., & Bates, A. (2020). Using tablets in a prekindergarten classroom to foster phonological awareness. International Research in Early Childhood Education, 10(1), 1-20.
  • Shuler, C. (2012). iLearn II: An analysis of the education category on apple’s app store. Joan Ganz Cooney Center.
  • Stadler, M. A., & McEvoy, M. A. (2003). The effect of text genre on parent use of joint book reading strategies to promote phonological awareness. Early Childhood Research Quarterly, 18(4), 502-512. https://doi.org/10.1016/j.ecresq.2003.09.008
  • Stephen, C., & Plowman, L. (2014). Digital Play. In: Brooker L., Blaise M., & Edwards S. (Eds.) SAGE handbook of play and learning in early childhood. SAGE.
  • Sucena, A., Silva, A. F., & Marques, C. (2023). Reading skills promotion: Results on the impact of a preschool intervention. In Frontiers in Education, 7, 1076630.
  • Symmonds, J. M. (2020). Impact of quality shared reading experiences on the phonological awareness skills of preschoolers [Unpublished doctoral dissertation]. The William Paterson University.
  • Topbaş, S. (1996). Sesbilgisi açısından dil edimin süreci. Dilbilim Araştırmaları Dergisi, 7, 295-309.
  • Topbaş, S. (2006). Türkçe sesletim-sesbilgisi testi: Geçerlik-güvenirlik ve standardizasyon çalışması, Türk Psikoloji Dergisi, 21(58), 39-56.
  • Torgesen, J. K., & Mathes, P. G. (1998). What every teacher should know about phonological awareness. Florida Department of Education, Division of Schools and Community Education, Bureau of Instructional Support and Community Services.
  • Van der Kooy-Hofland, V. A., Bus, A. G., & Roskos, K. (2012). Effects of a brief but intensive remedial computer intervention in a sub-sample of kindergartners with early literacy delays. Reading and Writing, 25, 1479-1497. https://doi.org/10.1007/s11145-011-9328-5
  • Van Goch, M. M., Verhoeven, L., & McQueen, J. M. (2017). Trainability in lexical specificity mediates between short-term memory and both vocabulary and rhyme awareness. Learning and Individual Differences, 57, 163-169. https://doi.org/10.1016/j.lindif.2017.05.008
  • Vinter, A., Bard, P., Lukowski-Duplessy, H., & Poulin-Charronnat, B. (2022). A comparison of the impact of digital games eliciting explicit and implicit learning processes in preschoolers. International Journal of Child-Computer Interaction, 34, 100534. https://doi.org/10.1016/j.ijcci.2022.100534
  • Weiss, Y., Yeatman, J. D., Ender, S., Gijbels, L., Loop, H., Mizrahi, J. C., Woo, B.Y., & Kuhl, P. K. (2022). Can an Online Reading Camp Teach 5-Year-Old Children to Read? Frontiers in Human Neuroscience, 52. https://doi.org/10.3389/fnhum.2022.793213
  • Xiong, Z., Liu, Q., & Huang, X. (2022). The influence of digital educational games on preschool Children’s creative thinking. Computers & Education, 189, 104578. https://doi.org/10.1016/j.compedu.2022.104578
  • Yopp, H. K., & Yopp, R. H. (2000). Supporting phonemic awareness development in the classroom. The Reading Teacher, 54(2), 130-143.
  • Zevenbergen, R. (2007). Digital natives come to preschool: Implications for early childhood practice. Contemporary Issues in Early Childhood, 8(1), 19-29. https://doi.org/10.2304/ciec.2007.8.1.19
There are 109 citations in total.

Details

Primary Language English
Subjects Instructional Technologies, Child Development Education, Specialist Studies in Education (Other)
Journal Section Articles
Authors

Mehmet Oğuz Göle 0000-0003-2826-1790

Fulya Temel 0000-0002-5375-3503

Early Pub Date January 28, 2024
Publication Date January 28, 2024
Submission Date September 12, 2023
Published in Issue Year 2024

Cite

APA Göle, M. O., & Temel, F. (2024). The Effect of Digital Game-Based and Different Education Programs on Phonological Awareness Skills of 60-72 Months-Old Children. Journal of Theoretical Educational Science, 17(1), 202-235. https://doi.org/10.30831/akukeg.1358837