60-72 Aylık Okul Öncesi Çocukların Fonolojik Farkındalık Becerilerinde Dikkat ve Dinleme Anlama Becerisinin Aracı Rolü

Year 2025, Volume: 7 Issue: 1, 116 - 130, 28.02.2025

Burak Öncü , Aylin Yılmaz Hiğde

https://doi.org/10.47806/ijesacademic.1604437

Abstract

İlkokula başlamak çocuklar için önemli bir dönüm noktasıdır. Okuma ve yazmayı öğrenmek, çocuklar ilkokula başladıklarında onlardan beklenen temel becerilerden biridir. Okuma becerileri, hem sosyal hem de akademik hayatta başarılı olmak için çok önemlidir. Erken okuryazarlık becerileri, bir çocuğun daha sonraki akademik başarısı ve sonraki öğrenme durumları için temel oluşturur. Bu nedenle, okuma becerilerinin temelini oluşturan dikkat, dinleme anlama ve fonolojik farkındalık arasındaki ilişkileri araştırmak önemlidir. Bu araştırma, 60 ila 72 aylık okul öncesi çocuklarda dikkat, dinlediğini anlama ve fonolojik farkındalık arasındaki ilişkiyi araştırmayı amaçlamıştır. Bu araştırmada ilişkisel bir araştırma tasarımı kullanılmıştır. Veriler, tanımlayıcı istatistikler, korelasyon analizi ve çoklu regresyon analizi kullanılarak analiz edilmiştir. Analiz sonuçları, dikkat ve fonolojik farkındalık becerileri arasında anlamlı, zayıf bir pozitif korelasyon olduğunu göstermiştir. Ayrıca, dinlediğini anlama ve fonolojik farkındalık becerileri arasında anlamlı, orta düzeyde pozitif bir korelasyon bulunmuştur. Sonuç olarak, dikkat ve dinlediğini anlama becerisinin, çocuklarının fonolojik farkındalık becerileri için ön koşul beceriler olduğu söylenebilir.

Keywords

dikkat, dinlediğini anlama, fonolojik farkındalık, okul öncesi çocuklar, ilişkisel araştırma

The Predictive Role Of Attention and Listening Comprehension In Phonological Awareness Skills In 60- To 72-Month-Old Preschoolers

Abstract

Starting primary school marks a significant milestone for children. Learning to read and write is one of the fundamental skills expected from children when they begin primary education. Reading skills are crucial to become successful in both social and academic life. Early literacy skills lay the foundation for a child's later academic achievement and independent learning skills. It is thus essential to explore the relationships between attention, listening comprehension, and phonological awareness, which all form the basis of reading skills. This research aimed to explore the relationship between attention, listening comprehension, and phonological awareness in 60- to 72-month-old preschoolers. It used a correlational research design. The data were analysed using descriptive statistics, correlation analysis, and multiple regression analysis. The analysis results showed a significant weak positive correlation between attention and phonological awareness skills. There was also a significant moderate positive correlation between listening comprehension and phonological awareness skills. Consequently, attention and listening comprehension skills were prerequisites for phonological awareness skills.

Keywords

Attention, listening comprehension, phonological awareness, preschool students, correlational research

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