İletişim Bozuklukları Bağlamında Erken Okuryazarlık Becerileri Üzerine Genel Bir Bakış

Year 2022, Volume: 7 Issue: 2, 313 - 326, 29.08.2022

Ahsen Erim Mert Kılıç

https://doi.org/10.47115/jshs.1074836

Abstract

Bu çalışmada, iletişim bozuklukları bağlamında erken okuryazarlık becerilerinin incelenmesine yönelik güncel bilgilerin sentezlenmesi amaçlanmıştır. Çalışmada geleneksel derleme yöntemi kullanılmıştır. İnceleme kapsamında dil, konuşma ve işitme alanlarında sorun yaşayan çocukların erken okuryazarlık becerilerinin değerlendirilmesine ilişkin alan yazın taraması gerçekleştirilmiştir. Yapılan incelemeler sonucunda, farklı dil ve konuşma bozukluklarına sahip çocukların erken okuryazarlık becerilerinin farklı bileşenleri için risk altında oldukları görülmüş hem dil hem de konuşma becerilerinde sorun yaşayan çocukların yalnızca konuşma bozukluğu yaşayan veya tipik dil-konuşma gelişimi gösteren akranlarına kıyasla erken okuryazarlık becerileri açısında daha çok risk altında olduklarına ilişkin bulgulara ulaşılmıştır. Ayrıca işitme kayıplı çocukların, normal işiten akranlarına kıyasla daha fazla dil bilgisel hata ve daha farklı bir biçimbirim edinme sırası gösterdiklerine dair bulgulara rastlanmıştır. Bunlarla birlikte, işitme kayıplı çocukların işitsel sinyallere eksik veya bozulmuş erişime sahip olmaları neticesinde fonolojik farkındalık becerilerinde güçlükler yaşadıkları görülmüştür. Sonuç olarak, erken okuryazarlık becerilerinin ileri dönemdeki okuma performansı üzerindeki öngörücü rolü göz önüne alınınca bu konudaki eksikliklerin erken dönemde belirlenmesinin, iletişim bozukluğu yaşayan çocukların olası akademik güçlüklerini en aza indirebilmek açısından oldukça önemli olduğu söylenebilir. İletişim bozukluğu olan çocukların erken okuryazarlık becerileri açısından erken dönemden itibaren değerlendirilmeleri ve desteklenmeleri önerilmektedir.

Keywords

Dil ve konuşma bozukları, Erken okuryazarlık, İletişim bozuklukları, Okuma Yazmaya Hazırlık

An Overview of Early Literacy Skills in the Context of Communication Disorders

Abstract

In this study, it is aimed to synthesize the current information on the examination of early literacy skills in the context of communication disorders. Thus, attention will be drawn to early literacy skills in the context of communication disorders in both research and practice areas. The traditional compilation method was used in this study. Within the scope of the review, a literature review was conducted on the assessment of early literacy skills of children who have problems in speech, language and hearing areas. As a result of the examinations, it was seen that children with various speech and language disorders such as developmental language disorder, speech sound disorder, stuttering and apraxia of speech are at risk in different components of early literacy skills. It has been found that children who have problems in both speech and language skills are more at risk in terms of early literacy skills compared to their peers who only have speech disorders or who have typical speech-language development. Also, findings have been found that children with hearing loss can exhibit higher grammatical errors and a different morpheme acquisition order compared to their normally hearing peers. In addition to these, it has been seen that children with hearing loss experience phonological awareness difficulties as a result of having deficient or impaired access to auditory signals. In conclusion, considering the predictive role of early literacy skills on reading performance in the future, it can be said that detecting deficiencies in this subject in the early period is very important in terms of minimizing the possible academic difficulties of children with communication disorders. It is recommended that children with communication disorders be assessed and supported from an early age in terms of early literacy skills.

Keywords

Communication Disorders, Early Literacy, Hearing Loss, Reading Writing Readiness, Speech And Language Disorders

References

• Akgün, M. (2020). Gelişimsel dil bozukluğu olan ve olmayan çocukların erken okuryazarlık becerilerinin karşılaştırılması. Dil ve Konuşma Terapisi Anabilim Dalı. Yüksek Lisans Tezi. Üsküdar Üniversitesi Sağlık Bilimleri Enstitüsü, İstanbul.
• Alonzo, C.N., Mcilraith, A.L., Catts, H.W., & Hogan, T.P. (2020). Predicting dyslexia in children with developmental language disorder. Journal of Speech, Language, and Hearing Research, 63(1), 151–162.
• Ambrose, S. E., Fey, M. E., & Eisenberg, L. S. (2012). Phonological awareness and print knowledge of preschool children with cochlear implants. Journal of Speech, Language, and Hearing Research, 55(3), 811-823.
• Anthony, J. L., & Francis, D. J. (2005). Development of phonological awareness. Current directions in psychological Science, 14(5), 255-259.
• Anthony, J. L., Lonigan, C. J., Driscoll, K., Phillips, B. M., ve Burgess, S. R. (2003). Phonological sensitivity: A quasi-parallel progression of word structure units and cognitive operations. Reading Research Quarterly, 38(4), 470–487.
• Başaran, A. (2021). Konuşma sesi bozukluğu olan çocukların dil ve erken okuryazarlık becerilerinin incelenmesi. Dil ve Konuşma Terapisi Anabilim Dalı. Yüksek Lisans Tezi. Üsküdar Üniversitesi Sağlık Bilimleri Enstitüsü, İstanbul.
• Bishop, D. V., Snowling, M. J., Thompson, P. A., Greenhalgh, T., & Catalise Consortium. (2016). CATALISE: A multinational and multidisciplinary Delphi consensus study. Identifying language impairments in children. PLOS one, 11(7), e0158753.
• Boudreau, D. M., & Hedberg, N. L. (1999). A comparison of early literacy skills in children with specific language impairment and their typically developing peers. American Journal of Speech-Language Pathology, 8(3), 249-260.
• Bowles, R. P., Pentimonti, J. M., Gerde, H. K., & Montroy, J. J. (2014). Item response analysis of uppercase and lowercase letter name knowledge. Journal of Educational Assessment, 32(2), 146–156.
• Catts, H. W., Fey, M. E., Tomblin, J. B., & Zhang, X. (2002). A longitudinal investigation of reading outcomes in children with language impairments. Journal of Speech, Language, and Hearing Research, 45, 1142–1157.
• Connor, C., Craig, H., Raudenbush, S., Heavner, K., & Zwolan, T. (2006). The age at which young deaf children receive cochlear implants and their vocabulary and speech production growth: Is there an added value for early implantation? Ear and Hearing, 27(6), 628–644.
• Cupples, L., Ching, T. Y., Crowe, K. Day, J., & Seeto, M. (2014). Predictors of early reading skill in 5-year-old children with hearing loss who use spoken language. Reading Research Quarterly, 49(1), 85-104.
• Dil ve Konuşma Terapistleri Derneği (DKTD) (2021). Konuşma Sesi Bozuklukları. https://www.dktd.org/tr/konusma-sesi-bozukluklari-calisma-grubu-p Duff, F. J., & Clarke, P. J. (2011). Practitioner Review: Reading disorders: what are the effective interventions and how should they be implemented and evaluated?. Journal of Child Psychology and Psychiatry, 52(1), 3-12.
• Easterbrooks, S. R., Lederberg, A. R., Miller, E. M., Bergeron, J. P., & Connor, C. M. (2008). Emergent literacy skills during early childhood in children with hearing loss: Strengths and weaknesses. Volta Review, 108(2), 91-114.
• Gernand, K.L., & Moran, M. J. (2007). Phonological awareness abilities of 6-year-old children with mild to moderate phonological impairments. Communication Disorders Quarterly, 28(4), 206–215.
• Gerwin, K., Brosseau-Lapré, F., Brown, B., Christ, S., & Weber, C. (2019). Rhyme production strategies distinguish stuttering recovery and persistence. Journal of Speech, Language, and Hearing Research, 62(9), 3302-3319.
• Guo, L. Y., & Spencer, L. J. (2017). Development of grammatical accuracy in English-speaking children with cochlear implants: A longitudinal study. Journal of Speech, Language, and Hearing Research, 60(4), 1062–1075.
• Güldenoğlu, B., Kargın, T., Gengeç, H., & Gürbüz, M. (2019). Okuma Sürecinde Dil Temelli Becerilerin Önemi: Dil–Okuma İlişkisine Yönelik Bulgular. Turkish Journal of Special Education Research and Practice, 1(1), 1-27.
• Hayiou-Thomas, M. E., Harlaar, N., Dale, P. S., & Plomin, R. (2010). Preschool speech, language skills, and reading at 7, 9, and 10 years: Etiology of the relationship. Journal of Speech, Language, and Hearing Research, 53 (2), 311–332.
• Heineman, K.A., Bolanos, H., Griffin, J.S. (2017). Specific Learning Disabilities: Response to Intervention. Ryan, C. S. (Ed.). Learning Disabilities: An International Perspective içinde (ss. 99-114).
• Honig, A. S. (2007). Oral language development. Early Child Development and Care, 177(6-7), 581-613.
• Ingvalson, E. M., Grieco-Calub, T. M., Perry, L. K., & VanDam, M. (2020). Rethinking emergent literacy in children with hearing loss. Frontiers in psychology, 11, 1-12.
• Justice L, Logan J, Kaderavek J, Schmitt MB, Tompkins V, Bartlett C. (2013). Empirically based profiles of the early literacy skills of children with language impairment in early childhood special education. Journal of Learning Disabilities, 48(5), 482–494.
• Kargın, T., Ergül, C., Büyüköztürk, Ş., & Güldenoğlu, B. (2015). Anasınıfı çocuklarına yönelik Erken Okuryazarlık Testi (EROT) geliştirme çalışması. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 16(03), 237-270.
• Kirby, J.R., Desrochers, A., Roth, L., & Lai, S.S. (2008). Longitudinal predictors of word reading development. Canadian Psychology/Psychologie canadienne, 49 (2), 103–110
• Konrot, A. (2015). İletişim, Dil ve Konuşma Bozuklukları. S. Topbaş (Ed.), Dil ve Kavram Gelişimi (6. baskı) içinde (s. 242-243). Ankara: Kök Yayıncılık.
• Lonigan, C. J., Schatschneider, C., & Westberg, L. (2008). Identification of children’s skills and abilities linked to later outcomes in reading, writing, and spelling. In National Early Literacy Panel. Developing early literacy: Report of the National Early Literacy Panel (pp. 55–106). Washington, DC: National Institute for Literacy.
• Lonigan, C.J., & Shanahan, T. (2008). Executive summary of the report of the national early literacy panel. In National Early Literacy Panel. Developing early literacy: Report of the National Early Literacy Panel (pp. vii-viii). Washington, DC: National Institute for Literacy.
• Lund, E. (2016). Vocabulary knowledge of children with cochlear implants: A meta-analysis. Journal of Deaf Studies and Deaf Education, 21 (2), 107–121.
• Lund, E., & Douglas, M. (2016). Teaching vocabulary to preschool children with hearing loss. Exceptional Children, 81(1), 26–41.
• Maureen, I. Y., van der Meij, H., & de Jong, T. (2021). Evaluating storytelling activities for early literacy development. International Journal of Early Years Education, (Ahead of print), 1-18.
• McArthur, G. M., Hogben, J. H., Edwards, V. T., Heath, S. M., & Mengler, E. D. (2000). On the “specifics” of specific reading disability and specific language impairment. The Journal of Child Psychology and Psychiatry and Allied Disciplines, 41 (7), 869–874.
• McGuckian, M., & Henry, A. (2007). The grammatical morpheme deficit in moderate hearing impairment. International Journal of Language and Communication Disorders, 42(S1), 17–36.
• McNeill, B. C., Gillon, G. T., & Dodd, B. (2009). Phonological awareness and early reading development in childhood apraxia of speech (CAS). International journal of language & communication disorders, 44(2), 175-192.
• Melby-Lervåg, M., Lyster, S.-A. H., & Hulme, C. (2012). Phonological skills and their role in learning to read: A meta-analytic review. Psychological Bulletin, 138(2), 322–352.
• Moore, B. C. (2008). The role of temporal fine structure processing in pitch perception, masking, and speech perception for normal- hearing and hearing-impaired people. Journal of the Association for Research in Otolaryngology, 9 (4), 399–406.
• Most, T., Aram, D., & Andorn, T. (2006). Early literacy in children with hearing loss: a comparison between two educational systems. The Volta Review, 106(1), 5-28.
• Murphy, K.A., Justice, L.M., O’Connell, A.A., Pentimonti, J.M., & Kaderavek, J.N. (2016). Understanding risk for reading difficulties in children with language impairment. Journal of Speech Language and Hearing Research, 59(6), 1436.
• Nathan, L., Stackhouse, J., Goulandris, N., & Snowling, M. J. (2004). The development of early literacy skills among children with speech difficulties, Journal of Speech, Language, and Hearing Research, 47 (2), 377-391.
• Nicholas, J. G., & Geers, A. E. (2013). Spoken language benefits of extending cochlear implant candidacy below 12 months of age. Otology & neurotology: official publication of the American Otological Society, American Neurotology Society and European Academy of Otology and Neurotology, 34(3), 532.
• Nittrouer, S., & Burton, L. T. (2001). The role of early language experience in the development of speech perception and lan- guage processing abilities in children with hearing loss. The Volta Review, 103(1), 5–37.
• Nittrouer, S., Caldwell, A., Lowenstein, J. H., Tarr, E., & Holloman, C. (2012). Emergent literacy in kindergartners with cochlear implants. Ear and Hearing, 33(6), 683–697.
• Pebly, M., & Koppenhaver, D. A. (2001). Emergent and early literacy interventions for students with severe communication impairments. In Seminars in Speech and Language, 22 (03), 221-232.
• Pelczarski, K. M., & Yaruss, J. S. (2014). Phonological encoding of young children who stutter. Journal of fluency disorders, 39, 12-24.
• Pema, W. T. (2015). Childhood apraxia of speech (CAS)-overview and teaching strategies. European Journal of Special Education Research. 1 (1), 46-58.
• Phillips, B. M., Piasta, S. B., Anthony, J. L., Lonigan, C. J., & Francis, D. J. (2012). IRTs of the ABCs: Children’s letter name acquisition. Journal of School Psychology, 50(4), 461–481.
• Piasta, S. B., Petscher, Y., & Justice, L. M. (2012). How many letters should preschoolers in public programs know? The diagnostic efficiency of various preschool letter-naming benchmarks for predicting first-grade literacy achievement. Journal of Educational Psychology, 104(4), 954–958.
• Pittman, A., Lewis, D., Hoover, B., & Stelmachowicz, P. (2005). Rapid word-learning in normal-hearing and hearing-impaired children: Effects of age, receptive vocabulary, and high-frequency amplification. Ear and Hearing, 26 (6), 619–629.
• Raitano, N.A., Pennington, B.F., Tunick, B.F., Boada, R., Shriberg, L.D. (2004). Pre-literacy skills of subgroups of children with speech sound disorders. Journal of Child Psychology and Psychiatry, 45 (4), 821–835.
• Roth, F. P., Speece, D. L., & Cooper, D. H. (2002). A longitudinal analysis of the connection between oral language and early reading. The Journal of Educational Research, 95(5), 259-272.
• Runnion, E., & Gray, S. (2019). What clinicians need to know about early literacy development in children with hearing loss. Language, Speech, and Hearing Services in Schools, 50(1), 16-33.
• Seo, E. Y., Ko, Y. K., Oh, G. A., Kim, S. J., Seo, E. Y., Ko, Y. K., ... & Kim, S. J. (2017). Phonological awareness and vocabulary characteristics of children with speech sound disorders. Communication Sciences & Disorders, 22(2), 318-327.
• Sices, L., Taylor, H. G., Freebairn, L., Hansen, A., & Lewis, B. (2007). Relationship between speech-sound disorders and early literacy skills in preschool-age children: Impact of comorbid language impairment. Journal of developmental and behavioral pediatrics: JDBP, 28(6), 438-447.
• Souza, P. E., Wright, R. A., Blackburn, M. C., Tatman, R., & Gallun, F. J. (2015). Individual sensitivity to spectral and temporal cues in listeners with hearing impairment. Journal of Speech, Language, and Hearing Research, 58 (2), 520–534.
• Spencer, L., & Tomblin, J. B. (2009). Evaluating phonological processing skills in children with prelingual deafness who use cochlear implants. Journal of Deaf Studies and Deaf Education, 14 (1), 1–21.
• Stelmachowicz, P. G., Pittman, A. L., Hoover, B. M., & Lewis, D. E. (2001). Effect of stimulus bandwidth on the perception of /s/ in normal- and hearing-impaired children and adults. The Journal of the Acoustical Society of America, 110 (4), 2183–2190.
• Taylor, A. L., Calder, S. D., Pogorzelski, S., & Koch, L. (2021). A preliminary evaluation of a manualised intervention to improve early literacy skills in children with Developmental Language Disorder. Child Language Teaching and Therapy, 37(3), 321-336.
• Tomblin, J. B., Oleson, J. J., Ambrose, S. E., Walker, E., & Moeller, M. P. (2014). The influence of hearing aids on the speech and language development of children with hearing loss. Journal of the American Medical Association, 140(5), 403–409.
• Wagner, R. K., & Torgesen, J. K. (1987). The nature of phonological processing and its causal role in the acquisition of reading skills. Psychological Bulletin, 101 (2), 192–212.
• Wake, M., Poulakis, Z., Hughes, E., Carey-Sargeant, C., & Rickards, F. (2005). Hearing impairment: A population study of age at diagnosis, severity, and language outcomes at 7–8 years. Archives of Disease in Childhood, 90 (3), 238–244.
• Walker, E. A., Holte, L., McCreery, R. W., Spratford, M., Page, T., & Moeller, M. P. (2015). The influence of hearing aid use on outcomes of children with mild hearing loss. Journal of Speech, Language, and Hearing Research, 58(5), 1611-1625.
• Warmington, M., & Hulme, C. (2012). Phoneme awareness, visual-verbal paired-associate learning, and rapid automatized naming as predictors of individual differences in reading ability. Scientific Studies of Reading, 16 (1), 45–62.
• Werfel, K. L. (2017). Emergent literacy skills in preschool children with hearing loss who use spoken language: Initial findings from the Early Language and Literacy Acquisition (ELLA) Study. Language, Speech, and Hearing Services in Schools, 48, 249–259.
• Werfel, K. L., Lund, E., & Schuele, C. M. (2015). Print knowledge of preschool children with hearing loss. Communication Disorders Quarterly, 36(2), 107-111. Westby C. (2016). Early literacy profiles in children with language impairment. Word of Mouth, 27(4), 8– 11.
• Whitehurst, G. J., & Lonigan, C. J. (1998). Child development and emergent literacy. Child development, 69(3), 848-872.
• Yopp, H. K., & Yopp, R. H. (2000). Supporting phonemic awareness development in the classroom. The Reading Teacher, 54(2), 130-143.