Okul Öncesi Öğretmenlerinin Okuma-Yazmaya Hazırlığa Yönelik Yaptıkları Çalışmaların İncelenmesi

Year 2013, Volume 12, Issue 4, 1188 - 1199, 26.06.2013

Tolga ERDOĞAN Şenay ÖZEN ALTINKAYNAK Özge ERDOĞAN

Abstract

Bu araştırmanın amacı, okul öncesi öğretmenlerinin okuma-yazmaya hazırlığa yönelik yaptıkları çalışmaların öğretmen görüşlerine göre incelenmesidir. Araştırmada elde edilen verilerin toplanması, analizi ve yorumlanmasında nitel araştırma yöntemi kullanılmıştır. Araştırma Ankara ilindeki çeşitli devlet okullarında görev yapan yirmi sekiz okul öncesi öğretmeniyle yürütülmüştür. Öğretmenlerin okuma-yazmaya hazırlığa yönelik yaptıkları çalışmaları belirlemek için onlarla yarı yapılandırılmış görüşmeler yapılmıştır. Araştırma sonucunda, öğretmenlerin okuma-yazmaya hazırlık kapsamında, yazma becerisini geliştirmeye yönelik etkinliklere yeterince yer verdikleri, sesbilgisel farkındalık, görsel algı, kelime dağarcığı, dinleme ve konuşma becerilerini geliştirmeye yönelik etkinlikleri ise sınırlı sayıda ve çeşitlilikte yer verdikleri sonuçlarına ulaşılmıştır.

Keywords

okul öncesi eğitim, okuma-yazmaya hazırlık, okul öncesi öğretmeni

An Analysis of the Literacy Activities Provided by Preschool Teachers

Abstract

The aim of the study is to analyze the views of preschool teachers’ about literacy activities. In order to identify which literacy activities are used by the teachers, semi-structured interviews were carried out. The findings of the study indicate that preschool teachers participated in the study sufficiently give place in their instruction to the activities towards the development of the writing skill. However, it is also found that the activities in regard to the development of skills such as phonological awareness, visual perception, vocabulary, listening and speaking are very limitedly employed and when employed, such activities occur in a limited fashion in terms of variety.

Keywords

preschool education, literacy activities, preschool teachers

References

• Anthony, J. L. & Francis, D. J. (2005). Development of phonological awareness. Current Directions in Psychological Science, 14 (5), 255-259.
• Bay, N. D. (2008). Ana sınıfı öğretmenlerinin okuma yazmaya hazırlık çalışmalarına ilişkin yeterlilik algılarının belirlenmesi. Yayınlanmamış Yüksek Lisans Tezi, Gazi Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.
• Berger, I. (2005). Broadening the notions of early literacy. Retrieved October 13, 2011, from http://slc.educ.ubc.ca/eJournal/Issue2/index.htm
• Beaty, J. (2006). Observing development of the young child, small motor development. America: Pearson Copyright.
• Biemiller, A. (2003). Vocabulary: Needed if more children are to read well. Reading Psychology, 24, 323-3
• Bianco, M., Bressoux, P., Doyen, A. L., Lambert, E. Lima, L., Pellenq, C. & Zorman, M. (2010). Early training in oral comprehension and phonological skills: Results of a three-year longitudinal study. Scientific Studies of Reading, 14(3), 211–246.
• Burns, P. C., Roe, B. D. & Ross, E. P. (1992). Teaching reading in today’s elemantary schools. USA: Houghton Mifflin Company.
• Callihan, K. D. (2003). Emergent literacy activities in preschool years: The effects of explicit instruction on rhyming and narrative development. Unpublished master of thesis, Marshall University.
• Castles, A. & Coltheart, M. (2004). Is there a causal link from phonological awareness to success in learning to read? Cognition, 91, 77–111.
• Chard, D. J. & Dickson S. V. (1999) Phonological awareness: Instructional and assesment guideliness. Intervention in School and Clinic, 34 (5), 261-270.
• Çelenk, S. (2007). İlkokuma yazma programı ve öğretimi. Ankara: Maya Akademi.
• Dankert, H.L., Davies, P. L. & Gavin, W. J. (2003). Occupational Therapy Effects on visual-motor skills in preschool children. The American Journal of Occupational Therapy, 57(5), 542-549. Erdoğan, Ö. (2009). İlköğretim birinci sınıf öğrencilerinin fonolojik farkındalık becerileri ile okuma ve yazma becerileri arasındaki ilişki. Yayımlanmamış Yüksek Lisans Tezi. Hacettepe Üniversitesi, Sosyal Bilimler Enstitüsü.
• Erdoğan, T. ve Erdoğan, Ö. (2010). Okuma yazmaya hazırlık. Ankara: Kök Yayıncılık.
• Gönen, M., Ünüvar, P., Bıçakçı M., Koçyiğit S., Yazıcı, Z., Orçan M., Aslan D., Güven G. ve Özyürek A. (2010). Okul öncesi eğitim öğretmenlerinin dil etkinliklerini uygulama biçimlerinin incelenmesi. Mehmet Akif Ersoy University Journal of Education Faculty, 19, 23-40.
• Hindman, A. & B. Wasik. (2008). Head Start teachers’ beliefs about language literacy instruction. Early Childhood Research Quarterly, 43, 479–92.
• Hsieh, W. Y. , Hemmeter, M. L., McCollum, J. A. & Ostrosky, M. M. (2009). Using coaching to increase preschool teachers’ use of emergent literacy teaching strategies. Early Childhood Research Quarterly 24, 229–247.
• Kannegieter, R. (1970). The result of a percetual-motor-cognitive learning program designed for normal prsechool children. The American Journal of Occupational Theraphy, 24, 208–214.
• Kameenui, E. J. (1996). Shakespeare and beginning reading, The readiness is all. Teaching Exceptional Children, 27 (2).
• Karaman, G. ve Üstün, E. (2011). Ana sınıfına devam eden çocukların fonolojik duyarlılıklarının bazı değişkenlere göre incelenmesi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 40, 267-278. Kavale, K. A. & Forness, S. R. (2000). Auditory and visual perception processes and reading ability. Learning Disability Quarterly, 23, 253–270.
• King, B., Wood, C. & Faulkner, D. (2007). Sensitivity to auditory and visual stimuli during early reading development. Journal of Research in Reading, 30, 443-453.
• Korat, O. (2009). Reading electronic books as a support for vocabulary, story comprehension and word reading in kindergarten and first grade, Computers & Education, article in press.
• Landry, S. H., Swank, P. R., Smith, K. E., Assel, M. A. & Gunnewig, S. B. (2006). Enhancing Early literacy skills for preschool children: Bringing a professional development model to scale. Journal of Learning Disabilities, 39(4), 306-324.
• LeCompte, M. D. & Goetz, J. P. (1982). Problems of reliability and validity in ethnographic research. Review of Educational Research, 52, 31–60.
• Lerkkanen M. K., Rasku-Puttonen H., Aunola K.. & Nurmi J. E. (2004). Development dynamics of phonemic awareness and reading performance during the first year of primary school. Journal of Early Childhood Research, 2(2), 139-156.
• Lynch, J. (2009). Preschool teachers’ beliefs about children’s print literacy development. Early Years, 29(2), 191–203.
• Makin, L. & Whitehead, M. (2004). How to Develop Children’s Early Literacy: A Guide for Professional Carers and Educators.
• McGee, L. M. & Morrow, L. M. (2005). Teaching literacy in kindergarten. London: The Guilford Pres.
• McGee, L. & Ukrainetz, T. (2009). Using scaffolding to teach phonemic awareness in preschool and kindergarten. The Reading Teacher, 62, 599–603.
• MEB. (2006). 36-72 aylık çocuklar için okul öncesi eğitim programı, Ankara.
• MEB. (2012). Okul öncesi eğitim programı, Ankara.
• Missall, K. N., Mcconnell , S. R. & Cadigan, K. (2006). Early literacy development: Skill growth and relations between classroom variables for preschool children. Journal of Early Intervention, 29(1), 1-21.
• Pierce, L. B. (2003). The great debate continued: Does daily writing in kindergarten lead to invented spelling and reading? Unpublished doctoral dissertation, University Of North Texas.
• Pinto, G., Bigozzi, B., Gamannossi, B. A. & Vezzani, C. (2009). Emergent literacy and leaming to write: A predictive model for italian language. European Journal of Psychology of Education, 14(1), 61-78.
• Phillips, B. & Torgesen, J. (2006). Phonemic awareness and reading: Beyond the growth of initial reading accuracy. Handbook of early literacy research ( pp. 101–113). New York: Guilford.
• Phillips, B., M., Menchetti, J. C. & Lonigan, C. J. (2008). Successful phonological awareness ınstruction with preschool children lessons from the classroom. Topics in Early Childhood Special Education, 28(1), 3-17.
• 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.
• Quinn, P. C. (2004). Development of subordinate-level categorization in 3- to 7-month-old infants. Child Development, 75, 886–899.
• Roskos, K. A., Christie J. F. & Richgelds, D. J. (2003) The essentials of early literacy instruction. Retrieved October 05, 2011, from http://www.naeyc.org , Rubba, J. (2004). Phonological awareness skills and spelling skills. Retrieved September 15, 2008, http://cla.calpoly.edu/~jrubba/phon/phonaware.html .
• Rupley, W. H. & Nichols, W. D. (2005). Vocabulary instruction for the struggling reader. Reading & Writing Quarterly, 21, 239-260.
• Schnobrich, K. M. (2009). The relationship between literacy readiness and auditory and visual perception in kindergarteners, Unpublished master of thesis, Miami University, Oxford.
• Smith, S. L., Scott, K. A., Roberts, J. & Locke, J. L. (2008). Disabled readers’ performance on tasks of phonological processing, rapid naming, and letter knowledge before and after kindergarten. Learning Disabilities Research and Practice, 23, 113-124.
• Sonnenschein, S., & Munsterman, K. (2002). The influence of home-based reading interactions on 5year-olds’ reading motivations and early literacy development. Early Childhood Research Quarterly, 17, 318–337.
• Stahl, S. A. & Murray, B. A. (1994). Defining phonological awareness and its relationship to early reading. Journal of Educational Psychology, 86, 221-234.
• Tani-Prado, S. (2010). An evaluation of early reading first on emergent literacy skills: preschool though middle of first grade. Unpublished doctoral dissertation, Texas A&M University.
• Torgeson, J. K. (2004). Avoiding the devastating downward spiral: The evidence that early intervention prevents reading failure. American Educator, 28, 6–19.
• Tuğluk, İ. H., Kök, M., Koçyiğit, S. Kaya H. İ ve Gençdoğan, B. (2008). Okul öncesi öğretmenlerinin okuma-yazma etkinliklerini uygulamaya ilişkin görüşlerinin değerlendirilmesi. Atatürk Üniversitesi Kazım Karabekir Eğitim Fakültesi Dergisi, 17, 72-81.
• Yangın, B. (2007). Okul öncesi eğitim kurumlarındaki altı yaş çocuklarının yazmayı öğrenmeye hazır bulunuşluk durumları. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 32, 294-305.
• Yangın, B. Erdoğan, T. ve Erdoğan, Ö. (2010). Yangın-erdoğan-erdoğan fonolojik farkındalık ölçeği I. III. Uluslararası Dünya Dili Türkçe Sempozyumu, 971-977.
• Wasik, B. A. & Hindman, A. H. (2011). Improving vocabulary and pre-literacy skills of at-risk preschoolers through teacher professional development. Journal of Educational Psychology, 103(2), 455–469.
• Whitehead, M. (2007). Developing language and literacy with young children. London: Sage Publications Company.
• Woodrome, S. E. & Johnson, K. E. (2009). The role of visual discrimination in the learning-to-read process. Reading and Writing, 22(2), 117-1
• Yıldırım, A. ve Şimşek, H. (2006). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayıncılık.