Sesbilgisel Farkındalık Becerilerini Desteklemeye Yönelik SESFAR Müdahale Programının Etkililiğinin İncelenmesi

Year 2019, Volume: 27 Issue: 6, 2609 - 2620, 15.11.2019

Deniz Akdal Tevhide Kargın

https://doi.org/10.24106/kefdergi.3459

Cited By: 7

Abstract

Bu araştırmada sesbilgisel farkındalık becerilerine yönelik geliştirilen SESFAR müdahale programının, zayıf sesbilgisel farkındalık becerilerine sahip olan 5 yaş grubu çocukları üzerindeki etkisinin incelenmesi amaçlanmaktadır. Zayıf sesbilgisel farkındalık becerilerine yönelik hazırlanan müdahale programının içeriğini sözcükleri hecelerine ayırma, heceleri birleştirme, cümleyi sözcüklere ayırma, uyak farkındalığı, ilk sese göre eşleştirme, son sese göre eşleştirme, sözcüklerin ilk sesini atma ve sözcüklerin son sesini atma becerilerini destekleyen 8 beceri alanını kapsayan ve her bir beceriye ait 9 etkinlik bulunan toplam 72 etkinlik ve 595 adet görsel oluşturmaktadır. SESFAR müdahale programı modüler programlama yaklaşımı kullanılarak hazırlanmış ve doğrudan öğretim yöntemi aşamalarına göre uygulanmıştır. Araştırmada gözlemciler arası güvenirlik ve uygulama güvenirliği verileri analiz edilmiş ve yüksek güvenirlik bulguları elde edilmiştir. Araştırma bulgularında; gruplar arası karşılaştırmalarda Mann Whitney U testi kullanılmış olup deney ve kontrol grubunun sontest puanları arasında istatistiksel olarak anlamlı fark olduğu belirlenmiştir. Sonuç olarak uygulanan SESFAR müdahale programının zayıf sesbilgisel farkındalık becerilerine sahip çocuklar üzerinde etkili olduğunu göstermektedir. 

Keywords

erken okuryazarlık, sesbilgisel farkındalık, SESFAR müdahale programı

The Investigating of Effectiveness of the SESFAR Intervention Program Aimed Supporting at Phonological Awareness Skills

Abstract

The aim of this study is to investigate the impact of the SESFAR intervention program towards phonological awareness skills on 5-year-old children with weak phonological awareness skills. The content of the intervention program designed for weak phonological awareness skills includes 8 skill areas that support the ability to segmenting words into syllables, syllable blending, rhyming, match the first sound, match the last sound, throw the first sound of words and throw the last sound of words out and  9 activities for each skill, totally 72 activities  and 595 illustrations.SESFAR intervention program was prepared by using modular programming approach and was applied according to direct teaching method steps. Inter-observer reliability and application reliability data were analyzed in the study and high reliability findings were obtained. In the research findings; Mann Whitney U test was used in the comparisons between the groups and it was determined that there was a  statistically significant difference between the posttest scores of the experimental and control groups. Consequently, SESFAR intervention program is effective on children with weak phonetic awareness skills. 

Keywords

early literacy, phonological awareness, SESFAR intervention program

References

• Adams, M.J. (1990). Beginning to read. Cambridge, MA: Harvard University Press.
• Andreassen, M., and Simpson, R. (2008). Hierarchy of phonological awareness tasks.
• Apel, K., and Lawrence, J. (2011). Contributions of morphological awareness skills to word-level reading and spelling in first-grade children with and without speech sound disorder. Journal of Speech, Language, and Hearing Research, 54(5), 1312-1327.
• Ball, E. W., and Blachman, B. A. (1991). Does phoneme awareness training in kindergarten make a difference in early word recognition and developmental spelling?. Reading Research Quarterly, 49-66.
• Becker, W. C., and Gersten, R. (1982). A follow-up of Follow Through: The later effects of the Direct Instruction Model on children in fifth and sixth grades. American Educational Research Journal, 19(1), 75-92.
• Blachman, B., Tangle, D., Ball, E., Black, R. and McGraw, C. (1999). Developing phonological awareness and word recognition skills: A two-year intervention with low-income, inner-city children. Reading and Writing: An InterdisciplinaryJournal, 11, 239-273.
• Byrne, B., and Fielding-Barnsley, R. (1991). Evaluation of a program to teach phonemic awareness to young children. Journal of Educational Psychology, 83(4), 451.
• Bennett-Armistead, V. S., Duke, N. K. and Moses, A. M. (2005).Literacy and the youngest learner best practices for educators of children from birth to 5. USA: Scholastic Inc.
• Callaghan, G., and Madelaine, A. (2012). Levelling the playing field for kindergarten entry: Research implications for preschool early literacy instruction. AustralasianJournal of Early Childhood, 37(1), 13-23.
• Carroll, J. M., Snowling, M. J., Stevenson, J., and Hulme, C. (2003). The development of phonological awareness in preschool children. Developmental Psychology, 39(5), 913-923.
• Carson, K. L., Gillon, G. T., and Boustead, T. M. (2013).Classroom phonological awareness instruction and literacy outcomes in the first year of school. Language, Speech, and Hearing Services in Schools, 44(2), 147-160.
• Chiappe, P., Siegel, L. S., and Wade-Woolley, L. (2002). Linguistic diversity and the development of reading skills: A longitudinal study. Scientific Studies of Reading, 6(4), 369-400.
• Daniel, M., and Reynolds, M. E. (2007). Phonological awareness instruction: Opinions and practices of educators and speech-language pathologists. Contemporary Issues in Communication Sciences and Disorders, 34, 106-117.
• Demirel, Ö. (2014). Eğitimde program geliştirme. Ankara: Pegem A Yayıncılık.
• Deretarla-Gül, E., and Bal, B. (2006). Anasınıfı öğretmenlerinin okuma yazmaya hazırlık çalışmalarına ilişkin bakış açıları, sınıf içi kullanılan materyal ve etkinlikler ile çocukların okuma yazmaya ilgilerinin incelenmesi. Çocuk Gelişimi ve Eğitimi Dergisi, 1(2), 33-51.
• Engelmann, S., Becker, W. C., Carnine, D., and Gersten, R. (1988). The direct instruction follow through model: Design and outcomes. Education and Treatment of Children, 11(4), 303-317.
• Ergül, C., Karaman, G., Akoğlu , G., Tufan, M., Kesiktaş, D., and Bahap Kudret, Z. (2014). Okul öncesi öğretmenlerinin “erken okuryazarlık” kavramına ilişkin bilgi düzeyleri ve sınıf uygulamaları. İlköğretim Online, 13(4), 1449-1472.
• Foorman, B. R., Francis, D. J., Winikates, D., Mehta, P., Schatschneider, C., and Fletcher, J. M. (1997). Early interventions for children with reading disabilities. Scientific Studies of Reading, 1(3), 255-276.
• Fox, N. P., Reilly, M., and Blumstein, S. E. (2015). Phonological neighborhood competition affects spoken word production irrespective of sentential context. Journal of Memory and Language, 83, 97-117.
• Guidry, L. O. (2003). A phonological awareness intervention for at-risk preschoolers: the effects of supplemental, intensive small-group instruction (Unpublished Doctoral Dissertation). Louisiana State University, USA.
• Guimãraes, A. S., and Youngman, M. (1995). Portuguese preschool teachers' beliefs about early literacy development. Journal of Research in Reading, 18(1), 39-52.
• Güldenoğlu, B., Kargin, T., ve Miller, P. (2015). Okuma güçlüğü olan ve olmayan öğrencilerin cümle anlama becerilerinin incelenmesi.Türk Psikoloji Dergisi, 30(76), 82-96.
• Güzel, R. (1998). Alt özel sınıflardaki öğrencilerin sesli okudukları öyküyü anlama becerilerini kazanmalarında doğrudan öğretim yöntemiyle sunulan bireyselleştirilmiş okuduğunu anlama materyalinin etkililiği (Yayınlanmamış Doktora Tezi). Gazi Üniversitesi, Ankara.
• Heilmann, J., Moyle, M. J., and Berman, S. S. (2013). Assessment of early developing phonological awareness skills: A comparison of the preschool individual growth and development indicators and the phonological awareness and literacy screening–preK. Early Education & Development, 24(5), 668-686.
• Jaskolski, J. E., and Moyle, M. (February, 2013). Effects of phonemic awareness training on early childhood educators’ skills. Presentation at the Illinois Speech-Language-Hearing Asscociation Convention of Chicago, IL.
• Johnson, K. L., and Roseman, B. A. (2003). The source for phonological awareness. East Moline, IL: Linguisystems, Inc.
• Kahmi, A. G., and Catts, H. W. (2012).Language and reading disabilities. Upper Saddle River, New Jersey: Pearson Education, Inc.
• Kalaycı, Ş. (2014). Spss uygulamalı çok değişkenli istatistik teknikleri. Ankara: Asi Yayıncılık.
• Karaman, G. (2013). Erken okuryazarlık becerilerini değerlendirme aracının geliştirilmesi, geçerlilik ve güvenirlik çalışması (Yayınlanmamış Doktora Tezi).Gazi Üniversitesi, Ankara.
• Kargın, T., Ergül, C., Büyüköztürk, Ş., ve Güldenoğlu, B. (2015). Anasınıfı çocuklarına yönelik erken okuryazarlık testi (EROT) geliştirme çalışması. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 16(3), 237-268.
• Kargın, T., Güldenoğlu, B., and Ergül, C. (2017). Anasınıfı çocuklarının erken okuryazarlık beceri profili: Ankara örneklemi. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 18(01), 61-87.
• Kırcaali-İftar, G., ve Tekin, E. (1997). Tek denekli araştırma teknikleri. Ankara: Türk Psikologlar Derneği.
• Mann, V. A., and Liberman, I. Y. (1984). Phonological awareness and verbal short-termemory. Journal of Learning Disabilities, 17(10), 592-599.
• Konza, D. (2011). Understanding the literacy process: Phonological awareness. Research into Practice, 1(2), 1-6.
• Lane, H. B., Pullen, P. C., Eisele, M. R., and Jourdan, L. (2002). Preventing reading failure: Phonological awareness assessment and instruction. Preventing Reading Failure, 46(3), 101-110.
• Liberman, I. Y., and Shankweiler, D. (1991). Phonology and beginning reading: A tutorial. In L. Rieben, and C. A. Perfetti (Eds.) Learning to read: Basic research and its implications (pp. 3– 17). New Jersey: Erlbaum.
• Lonigan, C. J., Purpura, D. J., Wilson, S. B., Walker, P. M., and Clancy-Menchetti, J. (2013). Evaluating the components of an emergent literacy intervention for preschool children at risk for reading difficulties. Journal of Experimental Child Psychology, 114(1), 111-130.
• Lovelace, T. S. (2008). The effects of explicit phonological awareness instruction on the prereading skills of preschool children at risk for reading failure: Comparing single and multiple skill instructional strategies (Unpublished Doctoral Dissertation). The Ohio State University, USA.
• Lundberg, I., Larsman, P., and Strid, A. (2012). Development of phonological awareness during the preschool year: The influence of gender and socio-economic status. Reading and Writing, 25(2), 305-320.
• Mann, V. A., and Liberman, I. Y. (1984). Phonological awareness and verbal short-term memory. Journal of Learning Disabilities, 17(10), 592-599.
• Maslanka, P., and Joseph, L. M. (2002). A comparison of two phonological awareness techniques between samples of preschool children. Reading Psychology, 23(4), 271-288.
• Mercer, C. D., and Mercer A. R. (2005). Teaching students with learning problems (7th ed). Pearson Education, Inc.
• Nancollis, A., Lawrie, B. A., and Dodd, B. (2005). Phonological awareness intervention and the acquisition of literacy skills in children from deprived social backgrounds. Language, Speech and Hearing Services in Schools, 36(4), 325-335.
• Nielsen, D. C., and Luetke-Stahlman, B. (2002). Phonological awareness: One key to the reading proficiency of deaf children. American Annals of the Deaf, 11-19.
• Owens, R. (2005). Language development: an introduction (6th Edition). Boston: Pearson Education.
• Paul, R. (2007). Language disorders from infancy through adolescence: assessmentand intervention (3rd Edition). St. Louis: Mosby Inc.
• Robinson, S. A. (2013). Educating Black Males with Dyslexia. Interdisciplinary Journal of Teaching and Learning, 3(3), 159-174.
• Romero, A. (2015). Phonological awareness skills in first grade English language learners who speak Spanish and English (Unpublished Doctoral Dissertation). Murray State University).
• Schatschneider, C., Francis, D. J., Foorman, B. R., Fletcher, J. M., and Mehta, P. (1999). The dimensionality of phonological awareness: an application of item response theory. Journal of Educational Psychology, 91(3), 439.
• Scott, V. G. (2009). Phonemic awareness: Ready-to-use lessons, activities, and games. Corwin Press.
• Smith, E. S. Skinner, C. H., and Cashwell, T. H., (2001). Increasing second-grade students' reports of peers' prosocial behaviors via direct instruction, group reinforcement, and progress feedback: A replication and extension. Education and Treatment of Children, 161-175.
• Torgesen, J. K., Wagner, R. J., and Rashotte, C. A. (1994). Longitudinal studies of phonological processing and reading. Journal of Learning Disabilities, 27, 276-286.
• Treiman, R. (1992). The role of intrasyllabic units in learning to read and spell. In P. Gough, L. Ehri, & R. Treiman (Eds.) Reading acquisition (pp.65-106).Hillsdale, NJ: Erlbaum.
• Wang, C. C. (1999). Learning to read Chinese: The roles of phonological awareness and morphological awareness (Unpublished Doctoral Dissertation). University of Illinois at Urbana-Champaign.
• Withrow, K. (2014). Preschool teachers’ understanding of phonological awareness (Unpublished Master Thesis).California State University, USA.