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Erken Okuryazarlık Becerileri Eğitim Programının Erken Okuryazarlık ve Erken Matematik Becerileri Üzerine Etkisinin İncelenmes

Year 2021, Volume: 29 Issue: 2, 514 - 523, 25.05.2021

Abstract

Bu araştırmada, erken okuryazarlık becerileri eğitim programının okul öncesi dönemindeki çocukların erken okuryazarlık ve erken matematik becerileri üzerindeki etkilerinin incelemesi amaçlanmıştır. Çalışma grubunu, 2017–2018 eğitim-öğretim yılında Karabük il merkezinde Milli Eğitim Bakanlığı’na bağlı Aydınlıkevler İlkokulu’nda anasınıfına devam eden toplam 38 çocuk oluşturmaktadır. Araştırmada ön test-son test, kontrol gruplu yarı deneysel desen kullanılmıştır. Araştırmada, deney grubundaki çocuklara erken okuryazarlık becerileri eğitim programı uygulanmıştır. Kontrol grubundaki çocuklar ise sınıf öğretmenleriyle normal eğitimlerine devam etmişlerdir. Uygulama sonrası son testler uygulanmıştır. Araştırma verilerinin toplanmasında, Erken Okuryazarlık Becerilerini Değerlendirme Aracı ile Erken Matematik Yeteneği Testi-3 (TEMA-3) kullanılmıştır. Deney grubuna araştırmacı tarafından uygulanan “Erken Okuryazarlık Becerileri Eğitim Programı’nın çocukların erken okuryazarlık ve erken matematik becerileri üzerinde olumlu etkisinin olduğu sonucu elde edilmiştir

References

  • Adams M. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: MIT Press.
  • Aunola K., Leskinen E., Lerkkanen M. K. & Nurmi J. E. (2004). Developmental dynamics of math performance from preschool to grade 2. Journal of Educational Psychology, 96(4):699–713.
  • Barbaresi W. J., Katusic S. K., Colligan R. C., Weaver A. L. & Jacobsen S. J. (2005). Math learning disorder: Incidence in a population- based birth cohort 1976-82, Rochester, Minn. Ambul Pediatrics, 5(5):281–9.
  • Betts J., Pickart M. & Heistad D. (2009). Construct and predictive validity evidence for curriculum-based measures of early literacy and numeracy skills in kindergarten. Journal of Psychoeducational Assessment, 27(2):83–95.
  • Butterworth B. (2005). The development of arithmetical abilities. Journal of Child Psychology and Psychiatry, 46(1):3–18.
  • Bayraktar V. ve Temel F. (2014). Okuma-yazmaya hazırlık eğitim programının çocukların okuma-yazma becerilerine etkisi. Hacettepe Egitim Dergisi, 29(3):8–22.
  • Clay M. (2000). Concepts about print. Singapore: Heinemann.
  • Davidse N. J., De Jong M. T. & Bus A. G. (2014). Explaining common variance shared by early numeracy and literacy. Reading and Writting, 27(4):631–648.
  • Duncan G. J., Dowsett C. J., Claessens A., Magnuson K., Huston A. C., Klebanov P., et al. School readiness and later achievement. Developmental Psycholog, 43(6):1428-46.
  • Ehri L. & Wilce L. (1985). Movement into reading: Is the first stage of printed word learning visual or phonetic? Reading Research Quarterly, 20(2):163–79.
  • Erdoğan S. (2006). Altı yaş grubu çocuklarına drama yöntemi ile verilen matematik eğitiminin matematik yeteneğine etkisinin incelenmesi. Doktora tezi, Ankara Üniversitesi, Ankara.
  • Geary D. C. (1993). Mathematical disabilities: Cognitive, neuropsychological, and genetic components. Psychological Bulletin, 114(2):345–62.
  • Ginsburg P. & Baroody A.(2003). Test of early mathematics ability examiner’s manual. Texas: Pro-ed Publised.
  • Hiebert E. (1981). Developmental patterns and interrelationships of preschool children’s print awareness. Reading Research Quarterly, 16(2):236–60.
  • Huba M. E. (1985). Kontos S. Measuring print awareness in young children The Journal of Educational Research, 78(5):272–9.
  • Jordan N. C., Kaplan D., Locuniak M. N. & Ramineni C. (2007). Predicting first-grade math achievement from developmental number sense trajectories. Learning Disabilities Research & Practice., 22(1):36–46.
  • Jordan N. C., Kaplan D., Nabors Oláh L. & Locuniak M. N. (2006). Number sense growth in kindergarten: A longitudinal investigation of children at risk for mathematics difficulties. Child Development, 77(1):153–75.
  • Juel C. (1988). Learning to read and write: A longitudinal study of 54 children from first through fourth grades. Journal of educational Psychology, 80:437–47.
  • Karaman G. (2013). Erken okuryazarlık becerilerini değerlendirme aracı’nın geliştirilmesi, geçerlik ve güvenirlik çalışması. Doktora tezi, Gazi Üniversitesi, Ankara. Karasar N. (2015). Bilimsel yöntem. Ankara: Nobel Yayıncılık.
  • Krajewski K. & Schneider W. (2009). Exploring the impact of phonological awareness, visual-spatial working memory, and preschool quantity-number competencies on mathematics achievement in elementary school: Findings from a 3-year longitudinal study. Journal of experimental child psychology, 103(4):516–531.
  • Lust C. & Donica D. (2011). Research scholars initiative-effectiveness of a hand writing readiness program in Head Start: A two-group controlled trial. American Journal of Occupational Therapy, 65:560–568.
  • Manolitsisa G., Georgioub G. K. & Tzirakia N. (2013). Examining the effects of home literacy and numeracy environment on early reading and math acquisition. Early Childhood Research Quarterly, 28(4):692–703.
  • Munoz K., Valenzuela M. & Orellana P. (2018). Phonological awareness instruction: A program training design for low-income children. International Journal of Educational Research, 89:47–58.
  • Munn P. (1994). The early development of literacy and numeracy skills. European Early Childhood Education Research, 2:5–18.
  • Muter V., Hulme C., Snowling M. J. & Stevenson J. (2004). Phonemes, rimes, vocabulary, and grammatical skills as foundations of early reading development: Evidence from a longitudinal study. Developmental Psychology, 40(5):665– 681.
  • Mcgee L. & Morrow L. (2005). Teaching literacy in kindergarten. New York: The Guilford Pres.
  • Neuman S., Copple C. & Bredekamp S. (2000). Learning to read and write: Developmentally appropriate practices for young children. Washington, DC: National Association for the Education of Young Children
  • Orçan M. ve Kandır A. (2011). An examination of the effect of supportive educational programs on early learning skills of 61 to72-month-old Turkish children. İlköğretim Online, 10(2):576–92.
  • Pence K. L. (2006). Assessment in emergent literacy. United Kingdom: Plural Publishing.
  • Purpura D. J., Hume L. E., Sims D. M. & Lonigan C. J. (2011). Early literacy and early numeracy: The value of including early literacy skills in the prediction of numeracy development. Journal of Experimental Child Psychology, 110(4):647–58.
  • Piasta S. B., Purpura D. J. & Wagner R. K. (2010). Fostering alphabet knowledge development: A comparison of two instructional approaches. Reading and Writing, 23(6):607–626.
  • Phillips B. M., Christopher J. C. M. & Lonigan J. (2008). Successful phonological awareness ınstruction with preschool children lessons from the classroom. Early Childhood Special Education, 28(1):03-17.
  • Roskos K., Christie J. & Richgels D. (2003). The essentials of early literacy instruction. Young Children, 52–60.
  • Simmons F., Singleton C. & Horne J. (2008). Brief report - Phonological awareness and visual-spatial sketchpad functioning predict early arithmetic attainment: Evidence from a longitudinal study. European Journal of Cognitive Psychology, 20(4):711–22.
  • Suggate S. (2016). A meta-analysis of the long-term effects of phonemic awareness, phonics, fluency, and reading comprehension interventions. Journal of Learning Disabilities, 49(1):77–96.
  • Scanlon D. M. (1996). Vellutino FR. Prerequisite skills, early ınstruction, and success in first-grade reading: selected results from a longitudinal study. Mental Retardatıon and Developmental Dısabılıtıes Research Revıews, 2:54–63
  • Storch S. A. (2002). Whitehurst GJ. Oral language and code-related precursors to reading: evidence from a longitudinal structural model. Developmental psychology., 38(6):934 –947.
  • Stuhlman M. & Pianta R. (2009). Profiles of educational quality in first grade. The Elementary School Journal, 109(4), 323-342.
  • Yazıcı E. ve Kandır A. (2014). Okuma yazma becerilerini destekleyici duyu eğitimi programının 61-66 aylık çocukların okuma yazma becerilerine etkisi. Uluslararası Sosyal Araştırmalar Dergisi, 7(33):686–701.
  • Welsh J. A., Nix R. L., Blair C., Bierman K. L. & Nelson K. E. (2010). The Development of Cognitive Skills and Gains in Academic School Readiness for Children From Low-Income Families. Journal of Educational Psycholog, 102(1), 43-53.
  • Whitehurst G. J. & Lonigan C. J. (1998). Child development and emergent literacy. Child Development, 69(3):848–72.
  • Whiting E. M. (2006). Enhancing Head Start children’s early literacy skills: An investigation of intervention outcomes. Doctoral Thesis, Wichita State University, Wichita.

The Impact of Early Literacy Skills Curriculum on Early Literacy and Mathematics Skills1

Year 2021, Volume: 29 Issue: 2, 514 - 523, 25.05.2021

Abstract

Purpose: The present study aimed to investigate the impact of the early literacy skills curriculum on preschool children's early literacy and early mathematics skills.
Design/Methodology/Approach: The study group included 38 kindergarten children attending Aydınlıkevler Public Primary School in Karabuk urban center, Turkey, during the 2017-2018 academic year. The study was conducted with a pretest- posttest, quasi-experimental design with a control group methodology. In the study, the early literacy skills curriculum was implemented in the instruction of experimental group children. The regular curriculum was used in the control group instructed by classroom teachers. Post-test was applied after the application. Early Literacy Skills Assessment Tool and The Test of Early Mathematics Ability-3 (TEMA-3) were used to collect the study data.
Findings: It was concluded that the "Early Literacy Skills Curriculum" employed in the experimental group by the author had a positive effect on the early literacy and mathematics skills of the children.
Highlights: As a result of the study, it was designated a relationship between phonemic awareness ability and writing awareness ability and early mathematics skills.

References

  • Adams M. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: MIT Press.
  • Aunola K., Leskinen E., Lerkkanen M. K. & Nurmi J. E. (2004). Developmental dynamics of math performance from preschool to grade 2. Journal of Educational Psychology, 96(4):699–713.
  • Barbaresi W. J., Katusic S. K., Colligan R. C., Weaver A. L. & Jacobsen S. J. (2005). Math learning disorder: Incidence in a population- based birth cohort 1976-82, Rochester, Minn. Ambul Pediatrics, 5(5):281–9.
  • Betts J., Pickart M. & Heistad D. (2009). Construct and predictive validity evidence for curriculum-based measures of early literacy and numeracy skills in kindergarten. Journal of Psychoeducational Assessment, 27(2):83–95.
  • Butterworth B. (2005). The development of arithmetical abilities. Journal of Child Psychology and Psychiatry, 46(1):3–18.
  • Bayraktar V. ve Temel F. (2014). Okuma-yazmaya hazırlık eğitim programının çocukların okuma-yazma becerilerine etkisi. Hacettepe Egitim Dergisi, 29(3):8–22.
  • Clay M. (2000). Concepts about print. Singapore: Heinemann.
  • Davidse N. J., De Jong M. T. & Bus A. G. (2014). Explaining common variance shared by early numeracy and literacy. Reading and Writting, 27(4):631–648.
  • Duncan G. J., Dowsett C. J., Claessens A., Magnuson K., Huston A. C., Klebanov P., et al. School readiness and later achievement. Developmental Psycholog, 43(6):1428-46.
  • Ehri L. & Wilce L. (1985). Movement into reading: Is the first stage of printed word learning visual or phonetic? Reading Research Quarterly, 20(2):163–79.
  • Erdoğan S. (2006). Altı yaş grubu çocuklarına drama yöntemi ile verilen matematik eğitiminin matematik yeteneğine etkisinin incelenmesi. Doktora tezi, Ankara Üniversitesi, Ankara.
  • Geary D. C. (1993). Mathematical disabilities: Cognitive, neuropsychological, and genetic components. Psychological Bulletin, 114(2):345–62.
  • Ginsburg P. & Baroody A.(2003). Test of early mathematics ability examiner’s manual. Texas: Pro-ed Publised.
  • Hiebert E. (1981). Developmental patterns and interrelationships of preschool children’s print awareness. Reading Research Quarterly, 16(2):236–60.
  • Huba M. E. (1985). Kontos S. Measuring print awareness in young children The Journal of Educational Research, 78(5):272–9.
  • Jordan N. C., Kaplan D., Locuniak M. N. & Ramineni C. (2007). Predicting first-grade math achievement from developmental number sense trajectories. Learning Disabilities Research & Practice., 22(1):36–46.
  • Jordan N. C., Kaplan D., Nabors Oláh L. & Locuniak M. N. (2006). Number sense growth in kindergarten: A longitudinal investigation of children at risk for mathematics difficulties. Child Development, 77(1):153–75.
  • Juel C. (1988). Learning to read and write: A longitudinal study of 54 children from first through fourth grades. Journal of educational Psychology, 80:437–47.
  • Karaman G. (2013). Erken okuryazarlık becerilerini değerlendirme aracı’nın geliştirilmesi, geçerlik ve güvenirlik çalışması. Doktora tezi, Gazi Üniversitesi, Ankara. Karasar N. (2015). Bilimsel yöntem. Ankara: Nobel Yayıncılık.
  • Krajewski K. & Schneider W. (2009). Exploring the impact of phonological awareness, visual-spatial working memory, and preschool quantity-number competencies on mathematics achievement in elementary school: Findings from a 3-year longitudinal study. Journal of experimental child psychology, 103(4):516–531.
  • Lust C. & Donica D. (2011). Research scholars initiative-effectiveness of a hand writing readiness program in Head Start: A two-group controlled trial. American Journal of Occupational Therapy, 65:560–568.
  • Manolitsisa G., Georgioub G. K. & Tzirakia N. (2013). Examining the effects of home literacy and numeracy environment on early reading and math acquisition. Early Childhood Research Quarterly, 28(4):692–703.
  • Munoz K., Valenzuela M. & Orellana P. (2018). Phonological awareness instruction: A program training design for low-income children. International Journal of Educational Research, 89:47–58.
  • Munn P. (1994). The early development of literacy and numeracy skills. European Early Childhood Education Research, 2:5–18.
  • Muter V., Hulme C., Snowling M. J. & Stevenson J. (2004). Phonemes, rimes, vocabulary, and grammatical skills as foundations of early reading development: Evidence from a longitudinal study. Developmental Psychology, 40(5):665– 681.
  • Mcgee L. & Morrow L. (2005). Teaching literacy in kindergarten. New York: The Guilford Pres.
  • Neuman S., Copple C. & Bredekamp S. (2000). Learning to read and write: Developmentally appropriate practices for young children. Washington, DC: National Association for the Education of Young Children
  • Orçan M. ve Kandır A. (2011). An examination of the effect of supportive educational programs on early learning skills of 61 to72-month-old Turkish children. İlköğretim Online, 10(2):576–92.
  • Pence K. L. (2006). Assessment in emergent literacy. United Kingdom: Plural Publishing.
  • Purpura D. J., Hume L. E., Sims D. M. & Lonigan C. J. (2011). Early literacy and early numeracy: The value of including early literacy skills in the prediction of numeracy development. Journal of Experimental Child Psychology, 110(4):647–58.
  • Piasta S. B., Purpura D. J. & Wagner R. K. (2010). Fostering alphabet knowledge development: A comparison of two instructional approaches. Reading and Writing, 23(6):607–626.
  • Phillips B. M., Christopher J. C. M. & Lonigan J. (2008). Successful phonological awareness ınstruction with preschool children lessons from the classroom. Early Childhood Special Education, 28(1):03-17.
  • Roskos K., Christie J. & Richgels D. (2003). The essentials of early literacy instruction. Young Children, 52–60.
  • Simmons F., Singleton C. & Horne J. (2008). Brief report - Phonological awareness and visual-spatial sketchpad functioning predict early arithmetic attainment: Evidence from a longitudinal study. European Journal of Cognitive Psychology, 20(4):711–22.
  • Suggate S. (2016). A meta-analysis of the long-term effects of phonemic awareness, phonics, fluency, and reading comprehension interventions. Journal of Learning Disabilities, 49(1):77–96.
  • Scanlon D. M. (1996). Vellutino FR. Prerequisite skills, early ınstruction, and success in first-grade reading: selected results from a longitudinal study. Mental Retardatıon and Developmental Dısabılıtıes Research Revıews, 2:54–63
  • Storch S. A. (2002). Whitehurst GJ. Oral language and code-related precursors to reading: evidence from a longitudinal structural model. Developmental psychology., 38(6):934 –947.
  • Stuhlman M. & Pianta R. (2009). Profiles of educational quality in first grade. The Elementary School Journal, 109(4), 323-342.
  • Yazıcı E. ve Kandır A. (2014). Okuma yazma becerilerini destekleyici duyu eğitimi programının 61-66 aylık çocukların okuma yazma becerilerine etkisi. Uluslararası Sosyal Araştırmalar Dergisi, 7(33):686–701.
  • Welsh J. A., Nix R. L., Blair C., Bierman K. L. & Nelson K. E. (2010). The Development of Cognitive Skills and Gains in Academic School Readiness for Children From Low-Income Families. Journal of Educational Psycholog, 102(1), 43-53.
  • Whitehurst G. J. & Lonigan C. J. (1998). Child development and emergent literacy. Child Development, 69(3):848–72.
  • Whiting E. M. (2006). Enhancing Head Start children’s early literacy skills: An investigation of intervention outcomes. Doctoral Thesis, Wichita State University, Wichita.
There are 42 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Research Article
Authors

Asya Çetin 0000-0002-2756-5322

Saniye Bencik Kangal 0000-0002-2585-5078

Publication Date May 25, 2021
Acceptance Date September 30, 2020
Published in Issue Year 2021 Volume: 29 Issue: 2

Cite

APA Çetin, A., & Bencik Kangal, S. (2021). The Impact of Early Literacy Skills Curriculum on Early Literacy and Mathematics Skills1. Kastamonu Education Journal, 29(2), 514-523.

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