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Year 2016, Volume 3, Issue 1, 79 - 101, 01.04.2016
https://doi.org/10.17275/per.16.05.3.1

Abstract

References

  • …….. (2005). A guide to effective instruction in writing kindergarten to grade 3, ontario education. Retrieved from http://eworkshop.on.ca/edu/resources/guides/Guide_Writing_%20K_3.pdf 18.7.2013
  • ………(2005). Teaching reading report and recommendations. National Inquiry into the Teaching of Literacy. Retrieved from www.dest.gov.au/schools/literacyinquiry. 25.7.2013
  • Anthony, J. L. & Francis, D. J. (2005). Development of phonological awareness. Current Directions in Psychological Science, 14 (5), 255-259.
  • Arslan, D. (2012). Examining first grade teachers' handwriting instruction. Educational Sciences: Theory & Practice, 12(4), 2829-2846.
  • Bekman, S. & Atmaca Koçak, A. (2011). Mothers reporting I: For whom and why is the Mother-Child Education Program effective? Education and Science, 36(160), 171-183.
  • Bilgin, N. (2006). Content analysis in social sciences: Techniques and examples of studies ( 2nd Edition ). Ankara: Siyasal Kitabevi.
  • Burger, K. (2010). How does early childhood care and education affect cognitive development. Early Childhood Research Quarterly, 25(2), 140-165.
  • Calp, M. (2013). The instruction of italic handwriting to a student who has difficulty in writing (An action research). e-international Journal of Educational Research, 4(1), 1-28.
  • Duncan, G.J., Dowsett, C.J., Claessens, A., Magnuson, K., Huston, A.C., Klebanov, P., Pagani, L.S., Feinstein, L., Engel, M., Brooks-Gunn, J., Sexton, H., Duckworth, K., Japel C. (2008). School readiness and later achievement. Developmental Psychology, 43(6), 1428-1446.
  • Duran, E. & Akyol, H. (2010). Examination of the different variables of studies on teaching hand writing.. Türk Eğitim Bilimleri Dergisi, 8(4), 817-838.
  • Erdoğan, Ö. (2011). Relationship between the phonological awareness skills and writing skills of the first year students at primary school. Educational Sciences: Theory & Practice, 11(3), 1499-1510.
  • Frusciante, A.K. (2009). Early literacy and your community: Helping young children with language and reading. February 2009, Adapted from Early Literacy Framing, November 12, 2008. Prepared by Angela K., PhD. Refer to the expanded report for citations and results from actual literature. William Caspar Graustein Memorial Fund, Hamden, Connecticut.
  • Hall, A.H., Toland, M.D., Grisham-Brown, J., & Graham, S. (2013) Exploring interactive writing as an effective practice for increasing Head Start students’ alphabet knowledge skills. Early Childhood Education Journal, 41(3), 1-8. Halle, T.G., Hair, E.C., Wandner, L.D. & Chien, N.C. (2012). Profiles of school readiness among four-year-old Head Start children. Early Childhood Research Quarterly, 27, 613-626.
  • Hamori, S. (2007). The effect of school starting age on academic performance in Hungary.( Unpublished PhD Thesis). Institute of Economics Hungarian Academy of Sciences Department of Human Resources, Corvinus Universty of Budapest. Retrieved from http://www.econ.core.hu/doc/bwp/bwp/bwp0702.pdf
  • Karasar, N. (1998). Scientific Research Method. Nobel Yayın Dağıtım: Ankara.
  • Katz, L.G. (2000). Academic redshirting and young children (Eric Digest EDOPS-00-13). Retrieved from http://npin.org/library/2001/n00520.n00520.html
  • Kocabıyık, F. (2015, Aptil). Schooling rates in preschool education. Retrieved from http://www.egitimtercihi.com/okuloncesi/9396-okul-oncesinde-okullasma-oranlari.html
  • Kutluca Canbulat, A.N.& Canbulat, M. (2012). The school admission tests in Germany and the adaptation of the Kiel School Admission Test. Elementary Education Online, 11(1), 1-17.
  • Lomas, K. (2005). Children’s reading achievement: The importance of oral language and narrative skills. Lehigh University's Lehigh Student Award Winners Digital Library.
  • McHale, K., & Cermak, S. (1992). Fine motor activities in elementary school: Preliminary findings and provisional implications for children with fine motor problems. American Journal of Occupational Therapy, 46, 898–903.
  • Nas, R. (2005). Accelerated teaching of reading and writing. Öğretmen Dünyası, 304, 13-17.
  • NICHD Early Child Care Research Network (2005b). Pathways to reading: The role of oral language in the transition to reading. Developmental Psychology, 41, 428-442.
  • Robertson, E. (2011). The effects of quarter of birth on academic outcomes at the elementary school level. Economics of Education Review, 30(2), 300-311.
  • Saracho, O. N. (2007). Hispanic families as facilitators of their children’s literacy development. Journal of Hispanic Higher Education, 6(2), 103–117.
  • Sénéchal, M. & LeFevre, J. (2002). Parental involvement in the development of children’s reading skill: A five-year longitudinal study. Child Development, 73, 445–460.
  • Sharp, C. (2002). School starting age: European policy and recent research. Paper presented at the LGA Seminar ‘When Should Our Children Start School?’, LGA Conference Centre, Smith Square, London, 1 November 2002. National Foundation for Educational Research. Retrieved from http://www.nfer.ac.uk/about-nfer/
  • Sheridan, S.M. & Knoche, L.L. (2008). Parental engagement and school readiness parent-child relationships in early learning. Nebraska Center for Research on Children, Youth, Families and Schools. Retrieved from http://cyfs.unl.edu/docs/Publications&Presentations/Parental%20Engagement%20and%20School%20Readiness.pdf
  • Spellings, M. (2005). Helping your child become a reader. U.S. Department of Education Office of Communications and Outreach. Retrieved from http://www2.ed.gov/parents/academic/help/reader/reader.pdf
  • Storch, S. A., & Whitehurst, G. J. (2002). Oral language and code-related precursors to reading: Evidence from a longitudinal structural model. Developmental Psychology, 38, 934–947. Strickland, D. & Riley-Ayers, S. (2006). Early Literacy: Policy and Practice in the Preschool. Years. April 2006, Issue 10, Preschool Policy Brief National Institute for Early Education Research Retrieved from http://nieer.org/resources/policybriefs/10.pdf
  • Suggatea, S.P., Schaughencyb, E.A. & Reese, E. (2013). Children learning to read later catch up to children reading earlier. Early Childhood Research Quarterly, 28, 33-48. Şahin, A. (2012). Problems with the teaching of cursive handwriting. Education and Science, 37(165), 168-179.
  • Weigel, D. J., Martin, S. S., & Bennett, K. K. (2006). Mothers’ literacy beliefs: Connections with the home literacy environment and pre-school children’s literacy development. Journal of Early Childhood Literacy, 6(2), 191-211.

The Importance of Early Childhood Education and School Starting Age in the Reading-Writing Learning Process

Year 2016, Volume 3, Issue 1, 79 - 101, 01.04.2016
https://doi.org/10.17275/per.16.05.3.1

Abstract

This study is aimed to determine the importance of school starting age and prior early childhood education experience in the process of learning to read and write. The study was carried out with first grade students enrolled in four public schools in Bursa city center and their teachers. A descriptive model which involves analysis of subject and events within their specific conditions was used as study method. Quantitative data were collected through the Reading Skills Scale and Dictation and Writing Skills Scale developed by Obalar (2010) which were completed by the students’ teachers. Qualitative data were collected by a teacher interview form which was prepared according to a review of the relevant literature and first grade acquisitions. Ten primary school teachers were interviewed. The interviews were video-taped. Independent Sampling Mann Whitney U-test was used to analyze quantitative data. Content Analysis method was used to analyze qualitative data. The findings showed that there was a significant difference between 60-71 months old students and 72 months old and older students in terms of school starting age in favor of older students; and that there was a significant variation in terms of prior early childhood education experience in favor of the students who received early childhood education.  Findings support the results obtained from the teacher interviews.

References

  • …….. (2005). A guide to effective instruction in writing kindergarten to grade 3, ontario education. Retrieved from http://eworkshop.on.ca/edu/resources/guides/Guide_Writing_%20K_3.pdf 18.7.2013
  • ………(2005). Teaching reading report and recommendations. National Inquiry into the Teaching of Literacy. Retrieved from www.dest.gov.au/schools/literacyinquiry. 25.7.2013
  • Anthony, J. L. & Francis, D. J. (2005). Development of phonological awareness. Current Directions in Psychological Science, 14 (5), 255-259.
  • Arslan, D. (2012). Examining first grade teachers' handwriting instruction. Educational Sciences: Theory & Practice, 12(4), 2829-2846.
  • Bekman, S. & Atmaca Koçak, A. (2011). Mothers reporting I: For whom and why is the Mother-Child Education Program effective? Education and Science, 36(160), 171-183.
  • Bilgin, N. (2006). Content analysis in social sciences: Techniques and examples of studies ( 2nd Edition ). Ankara: Siyasal Kitabevi.
  • Burger, K. (2010). How does early childhood care and education affect cognitive development. Early Childhood Research Quarterly, 25(2), 140-165.
  • Calp, M. (2013). The instruction of italic handwriting to a student who has difficulty in writing (An action research). e-international Journal of Educational Research, 4(1), 1-28.
  • Duncan, G.J., Dowsett, C.J., Claessens, A., Magnuson, K., Huston, A.C., Klebanov, P., Pagani, L.S., Feinstein, L., Engel, M., Brooks-Gunn, J., Sexton, H., Duckworth, K., Japel C. (2008). School readiness and later achievement. Developmental Psychology, 43(6), 1428-1446.
  • Duran, E. & Akyol, H. (2010). Examination of the different variables of studies on teaching hand writing.. Türk Eğitim Bilimleri Dergisi, 8(4), 817-838.
  • Erdoğan, Ö. (2011). Relationship between the phonological awareness skills and writing skills of the first year students at primary school. Educational Sciences: Theory & Practice, 11(3), 1499-1510.
  • Frusciante, A.K. (2009). Early literacy and your community: Helping young children with language and reading. February 2009, Adapted from Early Literacy Framing, November 12, 2008. Prepared by Angela K., PhD. Refer to the expanded report for citations and results from actual literature. William Caspar Graustein Memorial Fund, Hamden, Connecticut.
  • Hall, A.H., Toland, M.D., Grisham-Brown, J., & Graham, S. (2013) Exploring interactive writing as an effective practice for increasing Head Start students’ alphabet knowledge skills. Early Childhood Education Journal, 41(3), 1-8. Halle, T.G., Hair, E.C., Wandner, L.D. & Chien, N.C. (2012). Profiles of school readiness among four-year-old Head Start children. Early Childhood Research Quarterly, 27, 613-626.
  • Hamori, S. (2007). The effect of school starting age on academic performance in Hungary.( Unpublished PhD Thesis). Institute of Economics Hungarian Academy of Sciences Department of Human Resources, Corvinus Universty of Budapest. Retrieved from http://www.econ.core.hu/doc/bwp/bwp/bwp0702.pdf
  • Karasar, N. (1998). Scientific Research Method. Nobel Yayın Dağıtım: Ankara.
  • Katz, L.G. (2000). Academic redshirting and young children (Eric Digest EDOPS-00-13). Retrieved from http://npin.org/library/2001/n00520.n00520.html
  • Kocabıyık, F. (2015, Aptil). Schooling rates in preschool education. Retrieved from http://www.egitimtercihi.com/okuloncesi/9396-okul-oncesinde-okullasma-oranlari.html
  • Kutluca Canbulat, A.N.& Canbulat, M. (2012). The school admission tests in Germany and the adaptation of the Kiel School Admission Test. Elementary Education Online, 11(1), 1-17.
  • Lomas, K. (2005). Children’s reading achievement: The importance of oral language and narrative skills. Lehigh University's Lehigh Student Award Winners Digital Library.
  • McHale, K., & Cermak, S. (1992). Fine motor activities in elementary school: Preliminary findings and provisional implications for children with fine motor problems. American Journal of Occupational Therapy, 46, 898–903.
  • Nas, R. (2005). Accelerated teaching of reading and writing. Öğretmen Dünyası, 304, 13-17.
  • NICHD Early Child Care Research Network (2005b). Pathways to reading: The role of oral language in the transition to reading. Developmental Psychology, 41, 428-442.
  • Robertson, E. (2011). The effects of quarter of birth on academic outcomes at the elementary school level. Economics of Education Review, 30(2), 300-311.
  • Saracho, O. N. (2007). Hispanic families as facilitators of their children’s literacy development. Journal of Hispanic Higher Education, 6(2), 103–117.
  • Sénéchal, M. & LeFevre, J. (2002). Parental involvement in the development of children’s reading skill: A five-year longitudinal study. Child Development, 73, 445–460.
  • Sharp, C. (2002). School starting age: European policy and recent research. Paper presented at the LGA Seminar ‘When Should Our Children Start School?’, LGA Conference Centre, Smith Square, London, 1 November 2002. National Foundation for Educational Research. Retrieved from http://www.nfer.ac.uk/about-nfer/
  • Sheridan, S.M. & Knoche, L.L. (2008). Parental engagement and school readiness parent-child relationships in early learning. Nebraska Center for Research on Children, Youth, Families and Schools. Retrieved from http://cyfs.unl.edu/docs/Publications&Presentations/Parental%20Engagement%20and%20School%20Readiness.pdf
  • Spellings, M. (2005). Helping your child become a reader. U.S. Department of Education Office of Communications and Outreach. Retrieved from http://www2.ed.gov/parents/academic/help/reader/reader.pdf
  • Storch, S. A., & Whitehurst, G. J. (2002). Oral language and code-related precursors to reading: Evidence from a longitudinal structural model. Developmental Psychology, 38, 934–947. Strickland, D. & Riley-Ayers, S. (2006). Early Literacy: Policy and Practice in the Preschool. Years. April 2006, Issue 10, Preschool Policy Brief National Institute for Early Education Research Retrieved from http://nieer.org/resources/policybriefs/10.pdf
  • Suggatea, S.P., Schaughencyb, E.A. & Reese, E. (2013). Children learning to read later catch up to children reading earlier. Early Childhood Research Quarterly, 28, 33-48. Şahin, A. (2012). Problems with the teaching of cursive handwriting. Education and Science, 37(165), 168-179.
  • Weigel, D. J., Martin, S. S., & Bennett, K. K. (2006). Mothers’ literacy beliefs: Connections with the home literacy environment and pre-school children’s literacy development. Journal of Early Childhood Literacy, 6(2), 191-211.

Details

Primary Language English
Subjects Education, Scientific Disciplines
Journal Section Research Articles
Authors

Hülya KARTAL (Primary Author)
0000-0003-3732-7747


Yakup BALANTEKİN
0000-0003-3732-7747


Asude BİLGİN
0000-0003-3732-7747

Publication Date April 1, 2016
Published in Issue Year 2016, Volume 3, Issue 1

Cite

APA Kartal, H. , Balantekin, Y. & Bilgin, A. (2016). The Importance of Early Childhood Education and School Starting Age in the Reading-Writing Learning Process . Participatory Educational Research , 3 (1) , 79-101 . DOI: 10.17275/per.16.05.3.1