Kekemeliği Olan ve Olmayan Çocukların Erken Okuryazarlık ve Çalışma Belleği Becerilerinin İncelenmesi

Year 2025, Volume: 8 Issue: 1, 12 - 37, 30.04.2025

Emel Arslan-sarımehmetoğlu , Dilber Aleyna Garip , Rabia Ölgün

https://doi.org/10.58563/dkyad-2025.81.2

Abstract

Amaç Bu çalışmada okul öncesi dönemde kekemeliği olan ve olmayan çocukların erken okuryazarlık ve çalışma belleği becerilerinin karşılaştırılması amaçlanmıştır.

Yöntem: Çalışmaya 60-72 ay aralığında kekemeliği olan (çalışma grubu, n=20) ve kekemeliği olmayan (kontrol grubu, n=18) çocuklar dâhil edilmiştir. Tanımlayıcı bilgi formu doldurulduktan sonra katılımcılara Erken Okuryazarlık Testi (EROT) ve Çalışma Belleği Ölçeği (ÇBÖ) uygulanmıştır. Bu çalışmada betimsel karşılaştırılmalı araştırma modeli kullanılmıştır.

Bulgular: Kekemeliği olan ve olmayan çocukların erken okuryazarlık becerilerinin karşılaştırılması amacıyla uygulanan EROT alt testlerinden ifade edici dilde sözcük bilgisi (U=115,500, p=0,052), işlev bilgisi (U=139,000, p=0,201), harf bilgisi (U=168,000, p=0,702) ve dinlediğini anlama (U=122,000, p=0,061) puan ortalamalarında istatistiksel olarak anlamlı bir fark bulunmamıştır. Alıcı dilde sözcük bilgisi (U=94,000, p=0,010), genel isimlendirme (U=59,000, p=0,000), sesbilgisel farkındalık (U=33,000, p=0,000) ve EROT toplam (U=26,000, p=0,000) puan ortalamalarında istatistiksel olarak anlamlı fark bulunmuştur (p<0,05). ÇBÖ alt testlerinden sözel bellek (U=160,000, p=0,551), görsel bellek (U=169,500, p=0,758) ve ÇBÖ ham puanın ortalamalarında (U=156,500, p=0,490) istatistiksel olarak anlamlı bir fark bulunmamıştır (p>0,05).

Sonuç: Okul öncesi dönem kekemeliği olan çocukların çalışma belleği sonuçları akranları ile benzer performanslarda seyretmiştir. Bu çocukların, erken okuryazarlık becerilerinde EROT alt testlerinde alıcı dilde sözcük bilgisi, genel isimlendirme, sesbilgisel farkındalık ve toplam puan açısından kekemeliği olmayan çocuklara göre daha zayıf bir performans sergiledikleri tespit edilmiştir. Bu bulgular sonucunda okuma ve sesbilgisel ayırt etmede zorluk yaşayabilecekleri düşünülmektedir. Kekemeliği olan çocukların erken okuryazarlık becerilerinin değerlendirilmesi ve takip edilmesi önerilmektedir.

Keywords

Erken okuryazarlık becerileri , çalışma belleği , okul öncesi , kekemelik , konuşma bozukluğu

Ethical Statement

Bu çalışma, Ankara Medipol Üniversitesi Etik ve Araştırma Kurulu'ndan 13.11.2023/153 protokol numarasıyla onay almıştır

Supporting Institution

Bu araştırma 1919B012311132 numaralı TÜBİTAK 2209-A Üniversite Öğrencileri Araştırma Projeleri Destekleme Programı tarafından desteklenmiştir.

Project Number

1919B012311132

Thanks

Projeye maddi destek sağlayan TÜBİTAK’a teşekkür ederiz. Editöre ve yardımcı editöre, inceleme sürecinde sağladıkları kıymetli rehberlik ve destek için samimi minnettarlığımızı ifade etmek isteriz. Aynı zamanda, çalışmamızın niteliğini önemli ölçüde iyileştiren değerli yorumları ve yapıcı eleştirileri için iki anonim değerlendiriciye de içten teşekkürlerimizi sunarız.

Examination of Early Literacy Skills and Working Memory of Stuttering and Nonstuttering Preschool Children

Abstract

Purpose: Vocabulary, which is among early literacy skills, is considered a crucial predictor of children's future reading and comprehension abilities. Early literacy encompasses the fundamental knowledge, skills, and attitudes that children need to acquire regarding reading and writing during the preschool period. Working memory is an important mechanism that shapes the individual's life and enables the storage, processing and interaction of information with long-term memory during the learning process. This study aims to compare early literacy and working memory skills of preschool children with and without stuttering.

Method: The study included children aged 60-72 months, consisting of 20 children who stutter (study group) and 18 children who do not stutter (control group). Of the study group participants, 70% (n=14) were male and 30% (n=6) were female. Of the control group participants, 56% (n=10) were male and 44% (n=8) were female. Participants completed a descriptive information form, and the Early Literacy Test (ELT) and the Working Memory Scale (WMS) were administered to them. The ELT administered to participants consists of seven subtests, including receptive vocabulary knowledge, expressive vocabulary knowledge, functional knowledge, general naming, letter knowledge, phonological awareness, and listening comprehension. The WMS, on the other hand, consists of two subdimensions, including verbal memory and visual memory. This research was designed as a descriptive comparative study.

Results: In the comparison of early literacy skills between children who stutter and those who do not, no statistically significant differences were found in the expressive language subtests of the ELT, including vocabulary knowledge (U=115.500, p=0,052), functional knowledge (U=139.000, p=0,201), letter knowledge (U=168.000, p=0,702), and listening comprehension (U=122.000, p=0,061). However, statistically significant differences were observed in receptive vocabulary knowledge (U=94,000, p=0,010), general naming (U=59,000, p=0,000), phonological awareness (U=33,000, p=0,000), and total ELT scores (U=26,000, p=0,000) (p<0,05). In the subtests of the WMS, including verbal memory (U=160,000, p=0,551), visual memory (U=169,500, p=0,758), and total raw WMS scores (U=156,500, p=0,490), no statistically significant differences were found between the groups (p>0,05).

Conclusion: The working memory skills of preschool children who stutter were found to be similar to those of their peers. However, in early literacy skills, they performed weaker than children without stuttering in receptive vocabulary, general naming, phonological awareness, and the total score of the EROT subtests. As a result, it has been concluded that children who stutter may experience difficulties in reading and phonological discrimination. It is important to consider these challenges during the assessment and intervention stages for these children. Additionally, early literacy screenings conducted during the preschool period could help identify children who are likely to experience difficulties in these skills and provide early support for those in the at-risk group.

Keywords

Early literacy development , study time , preschool , stuttering , speech disorder

Project Number

1919B012311132

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