Examining the Direct and Indirect Effects of In-Home Literacy Practices on Children’s Early Literacy Skills and Working Memory

Abstract

The objective of this study was to ascertain the direct and indirect effects of in-home literacy practices on children’s early literacy skills and working memory performance. The study was designed as descriptive research, and structural equation modelling was employed for the analysis of the obtained data. A total of 180 children, comprising 87 females and 93 males, aged six, and their parents participated in the study. The study employed a range of instruments for data collection, including the Home Literacy Environment Scale, the Emergent Literacy Questionnaire, the Early Literacy Skills Assessment Tool, and the Working Memory Scale. The findings revealed that maternal involvement in literacy preparation activities was associated with a higher frequency of such activities, while paternal involvement was associated with a lower frequency. Additionally, the study demonstrated that maternal practices in the home literacy environment had a direct effect on children's early literacy skills. Furthermore, it was determined that early literacy skills had a direct impact on verbal and visual working memory. Although there was no direct effect of the home literacy environment on working memory, it was found that children’s early literacy skills had an indirect effect on working memory performance through their early literacy skills. Additionally, fathers’ in-home literacy practices did not have a significant indirect effect on working memory.

Keywords

• In Home literacy practices
• Working memory
• Early literacy skills
• Executive function skills

Çocukların Erken Okuryazarlık Becerileri ve Çalışma Belleği Üzerinde Ev İçi Okuryazarlık Uygulamalarının Doğrudan ve Dolaylı Etkisinin İncelenmesi

Abstract

Bu çalışma, ev içi okuryazarlık ortamının çocukların erken okuryazarlık becerileri ve çalışma belleği performansları üzerindeki doğrudan ve dolaylı etkilerini ortaya koymak amacıyla yapılmıştır. Araştırma tanımlayıcı türde tasarlanmış olup elde edilen veriler yapısal eşitlik modeli ile analiz edilmiştir. Araştırmaya 87 kız ve 93 erkek olmak üzere 6 yaşındaki toplam 180 çocuk ve ebeveynleri katılmıştır. Araştırmada veri toplama araçları olarak Ev İçi Okuryazarlık Ortamı Ölçeği, Okuma Yazmaya Hazırlık Anketi, Erken Okuryazarlık Becerileri Değerlendirme Aracı, Çalışma Belleği Ölçeği kullanılmıştır. Araştırma sonucunda, ebeveynlerin okuma yazmaya hazırlık etkinliklerini gerçekleştirme sıklığı açısından annelerin pozitif, babaların negatif yönde etkisi olduğu bunun yanında annelerin ev içi okuma yazma ortamı uygulamalarının çocukların erken okuryazarlık becerileri üzerinde doğrudan etkisi olduğu belirlenmiştir. Ayrıca erken okuryazarlık becerilerinin sözel ve görsel çalışma belleği üzerinde doğrudan etkisi olduğu saptanmıştır. Ev içi okuryazarlık ortamının çalışma belleği üzerinde doğrudan bir etkisi bulunmamakla birlikte, çocukların erken okuryazarlık becerileri aracılığıyla çalışma belleği performansları üzerinde dolaylı bir etkiye sahip olduğu tespit edilmiştir. Ayrıca babaların ev içi okuryazarlık ortamı uygulamalarının çalışma belleği üzerindeki dolaylı etkisi anlamlı bulunmamıştır.

Keywords

• Ev içi okuryazarlık uygulamaları
• Çalışma belleği
• Erken okuryazarlık becerileri
• Yönetici İşlev Becerileri

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