EARLY LITERACY SKILLS OF GIFTED CHILDREN IN PRESCHOOL

Filiz Karadağ; Vesile Yıldız Demirtaş

doi:10.53444/deubefd.1021070

EARLY LITERACY SKILLS OF GIFTED CHILDREN IN PRESCHOOL

Öz

In the preschool period gifted children are defined as children with the potential to perform at high levels due to their advanced or rapid development. The aim of this study is to examine the level of early literacy skills of gifted children in the preschool period and how this level differs from their peers with typical development. The comparison screening method from quantitative research was used in the study. The study group consists of 67 children, 34 are identified as gifted and 33 are with typical development. The data collection tools consisted of two groups: scales for determining gifted and typically developing children, and a scale for measuring early literacy skills. While Candidate Notification Scale for Preschool Gifted Children and Raven's Color Progressive Matrices Test were used to determine children who are gifted and typical development, the Early Literacy Scale was used to evaluate this skill. According to the results, it was observed that gifted children performed higher than their peers with typical development in the vocabulary, phonetic awareness, letter knowledge, listening comprehension skills and total score of early literacy.

Anahtar Kelimeler

gifted , preschool , early literacy , phonetic awareness , letter knowledge , listening comprehension

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Details

Primary Language

Turkish

Subjects

Studies on Education

Journal Section

Research Article

Authors

Filiz Karadağ ^*
0000-0003-4024-7852
Türkiye

Vesile Yıldız Demirtaş
0000-0002-4202-7733
Türkiye

Publication Date

June 30, 2022

Submission Date

November 9, 2021

Acceptance Date

March 14, 2022

Published in Issue

Year 2022 Number: 53

DOI

https://doi.org/10.53444/deubefd.1021070

IZ

https://izlik.org/JA54XS44UD

APA

Karadağ, F., & Yıldız Demirtaş, V. (2022). EARLY LITERACY SKILLS OF GIFTED CHILDREN IN PRESCHOOL. Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi, 53, 212-223. https://doi.org/10.53444/deubefd.1021070

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