Öğrenme Güçlüğü Tanılı Çocuğa Sahip Ailelerin Ev Okuryazarlığına İlişkin Görüş ve Deneyimlerinin İncelenmesi

Hilal Gengeç

doi:10.53444/deubefd.1869209

TR EN

Öğrenme Güçlüğü Tanılı Çocuğa Sahip Ailelerin Ev Okuryazarlığına İlişkin Görüş ve Deneyimlerinin İncelenmesi

Öz

Erken okuryazarlık becerileri çocuğun dil edinimi ile birlikte gelişmeye başlayan ve okula başlayıncaya kadar okuma yazmaya ilişkin kazanılması gereken ön koşul becerileri içermektedir. İçerisinde ev okuryazarlığını da barındıran erken okuryazarlık becerileri ailelerin çocuklarının eğitimine katılımını mümkün kılmaktadır. Ancak bu konuda yapılan çalışmaların sınırlılığı aile katılımına gereken önemin verilmediğini düşündürmektedir. Bu nedenle bu araştırmada ilkokul 2. ve 3. sınıfa devam eden ve öğrenme güçlüğü tanılı çocuğa sahip ailelerinin, okul öncesi dönemdeki ev okuryazarlığı ile ilgili görüş ve deneyimlerini incelemek amaçlanmıştır. Bu amaç doğrultusunda ilkokul 2. sınıfa devam eden çocuğa sahip 10, ilkokul 3. sınıfa devam eden çocuğa sahip 10 olmak üzere toplam 20 aile ile görüşülmüştür. Aile ve çocuk ile ilgili bilgi almak için ‘Ebeveyn- Çocuk Bilgi Formu’, okul öncesi dönemdeki ev okuryazarlığı ile ilgili detaylı bilgi almak amacıyla ise araştırmacılar tarafından hazırlanmış ve altı sorudan oluşan yarı yapılandırılmış görüşme formu kullanılmıştır. Tüm görüşmeler ailelerin uygun olduğu gün ve saatte daha önceden belirlenmiş olan bir ortamda gerçekleştirilmiştir. Görüşme sırasında ailelerin verdiği cevaplar ses kayıt cihazı ile kaydedilmiştir. Elde edilen veriler, içerik analizi tekniği ile analiz edilmiştir. Sonuçlar incelendiğinde, annelerin çocuklarını okul öncesi eğitime hazırlamak amacıyla erken okuryazarlık becerilerini destekleyici nitelikte etkinlikler gerçekleştirdikleri, bu etkinlikler sırasında çocuklarındaki çeşitli sınırlılıkları fark ettikleri görülmüştür.

Anahtar Kelimeler

erken okuryazarlık, öğrenme güçlüğü, ev okuryazarlığı

An Examination of the Views and Experiences of Families with Children Diagnosed with Learning Disabilities Regarding Home Literacy Practices

Öz

Early literacy skills refer to the prerequisite abilities related to reading and writing that begin to develop alongside a child’s language acquisition and continue to progress until the onset of formal schooling. Incorporating elements of home literacy, early literacy skills enable parents to participate actively in their children’s education. However, the limited number of studies on this topic suggests that sufficient importance has not been given to parental involvement. Therefore, the aim of this study is to examine the views and experiences of the parents of children diagnosed with learning difficulties who are attending the 2nd and 3rd grades of primary school, regarding home literacy practices during the preschool period. For this purpose, interviews were conducted with a total of 20 families — 10 parents of 2nd-grade students and 10 parents of 3rd-grade students. To obtain demographic information about the parents and children, the “Parent–Child Information Form” was used, while a semi-structured interview form consisting of six questions prepared by the researchers was employed to gather detailed information about home literacy during the preschool period. All interviews were conducted at predetermined venues on days and times convenient for the families. The parents’ responses during the interviews were recorded using an audio recorder. The data obtained were analyzed through content analysis.The findings revealed that mothers engaged in activities aimed at supporting early literacy skills to prepare their children for formal education and that, during these activities, they became aware of various limitations observed in their children.

Anahtar Kelimeler

early literacy, learning disability, home literacy

Öz

Kaynakça

Acarlar, F., Ege, P. ve Turan, F. ( 2002). Türk çocuklarında üst dil becerilerinin gelişimi ve okuma ile ilişkisi. Türk Psikoloji Dergisi, 17(50), 63-73.
Açıkgöz, G. & Özmen, E. R. (2024). Öğrenme güçlüğü risk grubunda olan ana sınıfı çocuklarının özelliklerinin aile ve öğretmen görüşlerine göre belirlenmesi, International Journal of Education Technology and Scientific Researches, 9(28), 575-593.
Akdal, D., & Kargın, T. (2019). Sesbilgisel Farkındalık Becerilerini Desteklemeye Yönelik SESFAR Müdahale Programının Etkililiğinin İncelenmesi. Kastamonu Education Journal, 27(6), 2609-2620. https://doi.org/10.24106/kefdergi.3459
Akoğlu,G., Ergül,C. ve Duman, Y. (2014). Etkileşimli kitap okuma: Korunmaya muhtaç çocukların alıcı ve ifade edici dil becerilerine etkileri, İlköğretim Online, 13(2), 622-639
Alloway T. P. (2011). A comparison of working memory profiles in children with ADHD and DCD. Child neuropsychology : a journal on normal and abnormal development in childhood and adolescence, 17(5), 483–494. https://doi.org/10.1080/09297049.2011.553590
Altun, D., Erden, F. T. ve Snow, C. E. (2016). Filizlenen okuryazarlık: Okul öncesi dönem ses ve yazı farkındalığı becerilerini besleyen ev-içi kaynakların incelenmesi. Eğitim Bilimlerinde Yenilikler ve Nitelik Arayışı, 505-530.
Akyüz, E., & Doğan, Ö. (2017). Home Literacy Environment: Definitions, Dimensions and Its Role on the Development of Emergent Literacy Skills. Hacettepe University Faculty of Health Sciences Journal, 4(3), 38-57. https://doi.org/10.21020/husbfd.342871
Anthony, J. L., & Francis, D. J. (2005). Development of phonological awareness. Current Directions in Psychological Science, 14(5), 255–259. https://doi.org/10.1111/j.0963-7214.2005.00376.x
Aram, D., & Levin, I. (2002). Mother-child joint writing and storybook reading: Relations with literacy among low SES kindergartners. Merrill-Palmer Quarterly, 48(2), 202–224. https://doi.org/10.1353/mpq.2002.0005
Ates Patterson, S. E. (2016). The association of preschool enrollment and the predictive traits of special education identification [Unpublished doctoral thesis]. University of Denver

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.
Bigozzi, L., Vettori, G., & Incognito, O. (2023). The role of preschoolers' home literacy environment and emergent literacy skills on later reading and writing skills in primary school: A mediational model. Frontiers in Psychology, 14, 1113822.
Bigozzi, L., Tarchi, C., Vagnoli, L., Valente, E., & Pinto, G. (2017). Reading fluency as a predictor of school outcomes across grades 4–9. Frontiers in Psychology, 8, 200. https://doi.org/10.3389/fpsyg.2017.00200
Bingham, G. E., & Patton-Terry, N. (2013). Early language and literacy achievement of early reading first students in kindergarten and 1st grade in the United States. Journal of Research in Childhood Education, 27(4), 440–453. https://doi.org/10.1080/02568543.2013.82
Bishop, D. V. M., & Snowling, M. J. (2004). Developmental Dyslexia and Specific Language Impairment: Same or Different? Psychological Bulletin, 130(6), 858–886. https://doi.org/10.1037/0033-2909.130.6.858
Blewitt, P., Rump, K. M., Shealy, S. E. & Cook, S. A. (2009). Shared book reading: When and how questions affect young children's word learning. Journal of Educational Psychology, 101(2), 294–304. https://doi.org/10.1037/a0013844
Bradley, R. H. (2019). Environment and parenting. In M. H. Bornstein (Ed.), Handbook of parenting: Biology and ecology of parenting (3rd ed., pp. 474–518). Routledge/Taylor & Francis Group. https://doi.org/10.4324/9780429401459-15
Bradley, R. H., & Corwyn, R. F. (2002). Socioeconomic status and child development. Annual Review of Psychology, 53(1), 371–399. https://doi.org/10.1146/annurev.psych.53.100901.135233
Brueggemann Taylor, A. E. (2014). Diagnostic assessment of learning disabilities in childhood: Bridging the gap between research and practice. Springer Science + Business Media. https://doi.org/10.1007/978-1-4939-0335-1
Bryant, D. P., Goodwin, M., Bryant, B. R., & Higgins, K. (2003). Vocabulary Instruction for Students with Learning Disabilities: A Review of the Research. Learning Disability Quarterly, 26(2), 117-128. https://doi.org/10.2307/1593594
Cain, K. (2003). Text comprehension and its relation to coherence and cohesion in children's fictional narratives. British Journal of Developmental Psychology, 21(3), 335–351. https://doi.org/10.1348/026151003322277739
Cain, K., & Oakhill, J. (2006). Profiles of children with specific reading comprehension difficulties. British Journal of Educational Psychology, 76(4), 683–696. https://doi.org/10.1348/000709905X67610
Carroll, J. M., Snowling, M. J., Hulme, C., & Stevenson, J. (2003). The development of phonological awareness in preschool children. Developmental psychology, 39(5), 913–923. https://doi.org/10.1037/0012-1649.39.5.913
Catts, H. W., Adlof, S. M., Hogan, T. P., & Weismer, S. E. (2005). Are specific language impairment and dyslexia distinct disorders?. Journal of speech, language, and hearing research : JSLHR, 48(6), 1378–1396. https://doi.org/10.1044/1092-4388(2005/096
Catts, H. W., & Kamhi, A. G. (Eds.). (2005). The connections between language and reading disabilities.Lawrence Erlbaum Associates Publishers.
Chard, D. J., ve Dickson S. V. 1999. Phonological awareness: instructional and assessment guidelines. Intervention in School and Clinic, 34 (5), 261-270.
Commodari, E. (2012). Attention skills and risk of developing learning difficulties. Current Psychology: A Journal for Diverse Perspectives on Diverse Psychological Issues, 31(1), 17–34. https://doi.org/10.1007/s12144-012-9128-3
Denton, K., & West, J. (2002). Children’s reading and mathematics achievement in kindergarten and first grade (U.S. Department of Education, NCES 2002-125). Washington, DC: U.S. Government Printing Office
Dilgard, C., Hodges, T. S., & Coleman, J. (2022). Phonics instruction in early literacy: Examining professional learning, instructional resources, and intervention intensity. Reading Psychology, 43(8), 541-575.
Duncan, G. J., Dowsett, C. J., Claessens, A., Magnuson, K., Huston, A. C., Klebanov, P., ... & Japel, C. (2007). School readiness and later achievement. Developmental psychology, 43(6), 1428. https://doi.org/10.1037/0012-1649.43.6.1428
Ergül, C, Sarıca, A, Akoğlu, G. (2016). Etkileşimli kitap okuma: Dil ve erken okuryazarlık becerilerinin geliştirilmesinde etkili bir yöntem. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 17 (02), 193-206.
Fırat, T., & Bildiren, A. (2024). Developmental characteristics of children with learning disabilities aged 0–6 based on parental observations. Current Psychology, 43(4), 2909-2921.
Gengeç, H., Güldenoğlu, B., & Kargın, T. (2023). Erken Okuryazarlık Becerileri Üzerinde Etkili Olan Değişkenler: SED ve Ev Okuryazarlığı. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi(57), 252-280. https://doi.org/10.9779/pauefd.1064101
Goodrich, J. M., Fitton, L., Chan, J., & Davis, C. J. (2022). Assessing oral language when screening multilingual children for learning disabilities in reading. Intervention in School and Clinic, 58(3), 164–172.
Gough, P. B., & Tunmer, W. E. (1986). Decoding, reading, and reading disability. RASE: Remedial & Special Education, 7(1), 6–10. https://doi.org/10.1177/074193258600700104
Guo, L., & Keleş, S. (2025). A systematic review of studies with parent-involved interventions for children with specific learning disabilities. European Journal of Special Needs Education, 40(4), 755-772.
Guo, Y., Puranik, C., Kelcey, B., Sun, J., Dinnesen, M. S., & Breit-Smith, A. (2021). The role of home literacy practices in kindergarten children’s early writing development: A one-year longitudinal study. Early Education and Development, 32(2), 209–227. https://doi.org/10.1080/10409289.2020.1746618
Hamilton, L. G., Hayiou-Thomas, M. E., Hulme, C., & Snowling, M. J. (2016). The home literacy environment as a predictor of the early literacy development of children at family-risk of dyslexia. Scientific Studies of Reading, 20(5), 401–419. https://doi.org/10.1080/10888438.2016.1213266
Hargrave, A. C., & Sénéchal, M. (2000). A book reading intervention with preschool children who have limited vocabularies: The benefits of regular reading and dialogic reading. Early Childhood Research Quarterly, 15(1), 75–90. https://doi.org/10.1016/S0885-2006(99)00038-1
Harmandar Ergül, D., & Arıkan, A. (2024). Alt Sosyoekonomik Bağlamda Ailelerin Sundukları Ev Erken Okuryazarlık Deneyimlerinin Betimlenmesi. Ana Dili Eğitimi Dergisi, 12(3), 530-548. https://doi.org/10.16916/aded.1462573
Hindman, A. H., & Morrison, F. J. (2012). Differential contributions of three parenting dimensions to preschool literacy and social skills in a middle-income sample. Merrill-Palmer Quarterly, 58(2), 191–223. https://doi.org/10.1353/mpq.2012.0012
Hoover, W. A., & Gough, P. B. (1990). The simple view of reading. Reading and Writing: An Interdisciplinary Journal, 2(2), 127–160. https://doi.org/10.1007/BF00401799
Inoue, T., Georgiou, G. K., Parrila, R., & Kirby, J. R. (2018). Examining an extended home literacy model: The mediating roles of emergent literacy skills and reading fluency. Scientific Studies of Reading, 22(4), 273–288. https://doi.org/10.1080/10888438.2018.1435663
Jenkins, J. R., & O'Connor, R. E. (2002). Early identification and intervention for young children with reading/learning disabilities. In R.
Bradley, L. Danielson, & D. P. Hallahan (Eds.), Identification of learning disabilities: Research to practice (pp. 99–149). Lawrence Erlbaum Associates Publishers.
Justice, L. M., & Kaderavek, J. (2002). Using shared storybook reading to promote emergent literacy. Teaching Exceptional Children, 34(4), 8-13.
Justice, L. M., & Pullen, P. C. (2003). Promising Interventions for Promoting Emergent Literacy Skills: Three Evidence-Based Approaches. Topics in Early Childhood Special Education, 23(3), 99–113. https://doi.org/10.1177/02711214030230030101
Justice, L. M., Kaderavek, J. N., Fan, X., Sofka, A., & Hunt, A. (2009). Accelerating preschoolers’ early literacy development through classroom-based teacher–child storybook reading and explicit print referencing. Language, Speech and Hearing Services in Schools, 40, 67–85.
Karaman, G., & Güngör Aytar, A. (2016). Erken Okuryazarlık Becerilerini Değerlendirme Aracı’nın (EOBDA) Geliştirilmesi. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 12(2). https://doi.org/10.17860/efd.02080
Kargın, T, Güldenoğlu, B. ve Ergül, C. (2017). Dinlediğini Anlama Becerisinin Okuduğunu Anlama Üzerindeki Yordayıcılığının İncelenmesi. Kastamonu Eğitim Dergisi, 25 (6), 2369-2384.
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), 237-68.
Kesikçi, H., & Amado, S. (2005). Okuma güçlüğü olan çocuklarin fonolojik bellek, kisa süreli bellek ve WISC-R testi puanlarina ait bir İnceleme [A study on reading disabled children's phonological and short-term memory skills, and WISC-R test scores]. Türk Psikoloji Dergisi, 20(55), 99–113.
Konza, D. (2011). Understanding the literacy process: Phonological awareness. Research into Practice, 1(2), 1-6.
Lane, H. B., & Pullen, P. C. (2004). Phonological awareness assessment and instruction: A sound beginning. Needham Heights, MA: Allyn & Bacon.
Lerner, R. M. (2002). Concepts and theories of human development (3rd ed.). Lawrence Erlbaum Associates Publishers.
Lever, R., & Sénéchal, M. (2011). Discussing stories: on how a dialogic reading intervention improves kindergartners' oral narrative construction. Journal of experimental child psychology, 108(1), 1–24. https://doi.org/10.1016/j.jecp.2010.07.002
Lonigan C. J., Schatschneider C., & Westberg L. (2008). Developing early literacy: Report of the National Early Literacy Panel. In Identification of children’s skills and abilities linked to later outcomes in reading, writing, and spelling. Washington, DC: National Institute for Literacy
Luckner, J. L., & Cooke, C. (2010). A summary of the vocabulary research with students who are deaf or hard of hearing. American annals of the deaf, 155(1), 38–67. https://doi.org/10.1353/aad.0.0129
Lyytinen, P., Eklund, K., & Lyytinen, H. (2005). Language development and literacy skills in late-talking toddlers with and without familial risk for dyslexia. Annals of Dyslexia, 55, 166-192.
Manu, M., Torppa, M., Vasalampi, K., Lerkkanen, M.‐K., Poikkeus, A.‐M., & Niemi, P. (2023). Reading development from kindergarten to age 18: The role of gender and parental education. Reading Research Quarterly, 58(4), 505–538. https://doi.org/10.1002/rrq.518
Martini, F., & Senechal, M. (2012). Learning literacy skills at home: Parent teaching, expectations, and child interest. Canadian Journal of Behavioral Science, 44(3), 210-221. 33
McCardle, P., Scarborough, H. S., & Catts, H. W. (2001). Predicting, explaining, and preventing children's reading difficulties. Learning Disabilities Research & Practice, 16(4), 230–239. https://doi.org/10.1111/0938-8982.00023
Meyer, L. A., Stahl, S. A., Wardrop, J. L., & Linn, R. L. (1994). Effects of reading storybooks aloud to children. The Journal of Educational Research, 88(2), 69–85.
Miles, M, B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded Sourcebook. (2nd ed). Thousand Oaks, CA: Sagr.
Milli Eğitim Bakanlığı. (2006). Özel eğitim hizmetleri yönetmeliği, 31.05.2006 tarih ve 26184 sayılı Resmi Gazete.
Mol, S. E., Bus, A. G., & de Jong, M. T. (2009). Interactive book reading in early education: A tool to stimulate print knowledge as well as oral language. Review of Educational Research, 79(2), 979–1007.
Nancollis, A., Lawrie, B. A., ve 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. https://doi.org/10.1044/0161-1461(2005/032)
Nation, K. (2005). Children's Reading Comprehension Difficulties. In M. J. Snowling & C. Hulme (Eds.), The science of reading: A handbook (pp. 248–265). Blackwell Publishing. https://doi.org/10.1002/9780470757642.ch14
Nation, K., & Snowling, M. J. (2004). Beyond Phonological Skills: Broader Language Skills Contribute to the Development of Reading. Journal of Research in Reading, 27, 342-356. http://dx.doi.org/10.1111/j.1467-9817.2004.00238.x
National Joint Committee on Learning Disabilities. (2007). Learning Disabilities and Young Children: Identification and Intervention. A Report from the National Joint Committee on Learning Disabilitie, October, 2006 (pp. 63-72). Learning Disability Quarterly, 63-72.
Neuman, S.B. & Dickinson, D. K. (2002). Handbook of early literacy development. Newyork: Guilford Publication.
Nielsen, D. C., & Luetke-Stahlman, B. (2002). Phonological awareness: One key to the reading proficiency of deaf children. American Annals of the Deaf, 147(3), 11–19. https://doi.org/10.1353/aad.2012.0213
Niklas, F., & Schneider, W. (2013). Home literacy environment and the beginning of reading and spelling. Contemporary Educational Psychology, 38(1), 40–50. https://doi.org/10.1016/j.cedpsych.2012.10.001
O’Connor, C., & Joffe, H. (2020). Intercoder Reliability in Qualitative Research: Debates and Practical Guidelines. International Journal of Qualitative Methods, 19. https://doi.org/10.1177/1609406919899220
Okur, M., & Aksoy, V. (2024). Öğrenme Güçlüğü Erken Belirtileri Tarama Ölçeğinin Psikometrik Niteliklerinin Belirlenmesi. Journal of Uludag University Faculty of Education, 37(2), 534-554. https://doi.org/10.19171/uefad.1401110
Özbek, A. B., & Ergül, C. (2022). Effectiveness of Comprehension Strategies Mobile App (COSMA) on reading comprehension performances of students with learning disabilities. Journal of Special Education Technology, 37(2), 297-309.
Pennington B. F. (2006). From single to multiple deficit models of developmental disorders. Cognition, 101(2), 385–413. https://doi.org/10.1016/j.cognition.2006.04.008
Peets, K. F., Yim, O., & Bialystok, E. (2022). Language proficiency, reading comprehension and home literacy in bilingual children: The impact of context. International Journal of Bilingual Education and Bilingualism, 25(1), 226-240.
Pinto, G., Bigozzi, L., Accorti Gamannossi, B., & Vezzani, C. (2009). Emergent literacy and learning to write: A predictive model for Italian language. European Journal of Psychology of Education, 24, 61–78. http://dx.doi.org/10.1007/BF03173475
Raitano, N. A., Pennington, B. F., Tunick, R.A., 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.
Read, K., Gaffney, G., Chen, A., & Imran, A. (2022). The impact of COVID-19 on families' home literacy practices with young children. Early Childhood Education Journal, 50(8), 1429-1438.
Ruan, Y., Ye, Y., & McBride, C. (2023). Effectiveness of parent coaching on the literacy skills of Hong Kong Chinese children with and without dyslexia. Reading and Writing, 36(7), 1805-1826.
Scarborough, H. S. (2001). Connecting early language and literacy to later reading (dis)abilities. In Neuman, S. B., & Dickinson, D. K. (Eds.), Handbook of early literacy research (pp. 97-110). New York, NY: Guilford Press. Scarborough, H. S., & Parker, J. D. (2003). Children's learning and teachers' expectations: Matthew Effects in Children with Learning Disabilities: Development of Reading, IQ, and Psychosocial Problems From Grade 2 to Grade 8. Annals of Dyslexia, 53, 47–71. https://doi.org/10.1007/s11881-003-0004-6
Schuele, C. M., & Boudreau, D. (2008). Phonological awareness intervention: Beyond the basics. Language, Speech, and Hearing Services in Schools, 39(1), 3–20. https://doi.org/10.1044/0161-1461(2008/002)
Sénéchal, M., & LeFevre, J. A. (2014). Continuity and change in the home literacy environment as predictors of growth in vocabulary and reading. Child development, 85(4), 1552–1568. https://doi.org/10.1111/cdev.12222
Sénéchal, M., & LeFevre, J. A. (2002). Parental involvement in the development of children's reading skill: a five-year longitudinal study. Child development, 73(2), 445–460. https://doi.org/10.1111/1467-8624.00417
Shaywitz, S. E., Morris, R., & Shaywitz, B. A. (2008). The education of dyslexic children from childhood to young adulthood. Annual review of psychology, 59, 451–475. https://doi.org/10.1146/annurev.psych.59.103006.093633
Silinskas, G., & Davolyte, J. (2025). Home Literacy Environment and Reading Acquisition in Finland. Springer.
Silinskas G, Sénéchal M, Torppa M.& Lerkkanen, M,K. Home Literacy Activities and Children's Reading Skills, Independent Reading, and Interest in Literacy Activities From Kindergarten to Grade 2. Front Psychol. 2020 Jul 2;11:1508. doi: 10.3389/fpsyg.2020.01508.
Silinskas, G., Torppa, M., Lerkkanen, M. K., and Nurmi, J. E. (2020). The home literacy model in a highly transparent orthography. Sch. Eff. Sch. Improv. 31, 80–101. doi: 10.1080/09243453.2019.1642213
Spira, E. G., Bracken, S. S., & Fischel, E. J. (2005). Predicting improvement after first-grade reading difficulties: The effects of oral language, emergent literacy, and behavior skills. Developmental Psychology, 41, 225– 234.
Steele, M. M. (2004). Making the case for early identification and intervention for young children at risk forlearning disabilities. Early Childhood Education Journal, 32(2), 75-79.
Suggate, S., Schaughency, E., McAnally, H., & Reese, E. (2018). From infancy to adolescence: The longitudinal links between vocabulary, early literacy skills, oral narrative, and reading comprehension. Cognitive Development, 47, 82–95. https://doi.org/10.1016/j.cogdev.2018.04.005
Sylvia, K., Chan, L. S., Melhuish, E., Sammons, P., Sıraj-Blatchford, & I., Taggard, B. (2011). Emergent literacy environments: Home and preschool influences on children’s literacy development. İçinde S. B.
Neuman ve D. K. Dickinson (Eds.). Handbook of Early Literacy Research (Cilt 3, s. 97-117). New York: Guilford Press.
Şentürk Gülhan, N., & Burak, Y. (2023). Okul Öncesi Dönem Çocukların Öğrenme Güçlüğü Erken Belirtileri ile Erken Okuryazarlık ve Yürütücü İşlev Becerileri Arasındaki İlişkinin İncelenmesi. Ana Dili Eğitimi Dergisi, 11(3), 707-729.
Tighe, E. L., & Schatschneider, C. (2016). Examining the Relationships of Component Reading Skills to Reading Comprehension in Struggling Adult Readers: A Meta-Analysis. Journal of learning disabilities, 49(4), 395–409. https://doi.org/10.1177/0022219414555415
Torppa, M., Vasalampi, K., Eklund, K., & Niemi, P. (2022). Long-term effects of the home literacy environment on reading development: Familial risk for dyslexia as a moderator. Journal of Experimental Child Psychology, 215, 105314.
Vacca, J. A. L., Vacca, R. T., Gove, M. K., Burkey, L. C., Lenhart, L. A. ve McKeon, C. A. (2012). Reding and learning to read (8. bs.) Boston: Pearson Education Inc.
Vaughn, S., Boardman, A., & Klingner, J. K. (2024). Teaching Reading Comprehension to Students with Learning Difficulties (3. Baskı). Guilford Press
Wen, W., Zhang, X., Wu, C., Guan, Y., Huang, R., Liang, Y., ... & Huang, Y. (2024). Association between parenting styles and dyslexia in primary school students: the mediating role of home literacy environment. Frontiers in Psychology, 15, 1382519.
Whitehurst, G. J., & Lonigan, C. J. (2001). Emergent literacy: Development from prereaders to readers. Handbook of early literacy research, USA: Guilford Press.
Whitehurst, G. J., Arnold, D. S., Epstein, J. N., Angell, A. L., Smith, M., & Fischel, J. E. (1994). A picture book reading intervention in day care and home for children from low-income families. Developmental Psychology, 30(5), 679–689. https://doi.org/10.1037/0012-1649.30.5.679
Willcutt, E. G., Boada, R., Riddle, M. W., Chhabildas, N., DeFries, J. C., & Pennington, B. F. (2011). Colorado Learning Difficulties Questionnaire: Validation of a parent-report screening measure. Psychological Assessment, 23(3), 778–791. https://doi.org/10.1037/a0023290
Willis, J. W., Jost, M., & Nilakanta, R. (2016). Foundations of qualitative research: Interpretive and critical approaches. Thousand Oaks, CA: SAGE Publications.
Wright, J., & Jacobs, B. (2003). Teaching phonological awareness and metacognitive strategies to children with reading difficulties: A comparison of the two instructional methods. Educational Psychology, 23(1), 17–45. https://doi.org/10.1080/01443410303217
Yeo, L. S., Ong, W. W., & Ng, C. M. (2014). The home literacy environment and preschool children's reading skills and interest. Early Education and Development, 25(6), 791–814.
Yıldırım, A., & Şimşek, H. (2016). Sosyal Bilimlerde Nitel Araştırma Yöntemleri. Ankara: Seçkin Yayıncılık.

Ayrıntılar

Birincil Dil

Türkçe

Konular

Zihinsel Engelli Eğitimi

Bölüm

Araştırma Makalesi

Yazarlar

Hilal Gengeç ^*
0000-0001-8723-6857
Türkiye

Yayımlanma Tarihi

27 Haziran 2026

Gönderilme Tarihi

22 Ocak 2026

Kabul Tarihi

20 Mayıs 2026

Yayımlandığı Sayı

Yıl 2026 Sayı: 68

DOI

https://doi.org/10.53444/deubefd.1869209

IZ

https://izlik.org/JA37GE85GM

APA

Gengeç, H. (2026). Öğrenme Güçlüğü Tanılı Çocuğa Sahip Ailelerin Ev Okuryazarlığına İlişkin Görüş ve Deneyimlerinin İncelenmesi. Buca Eğitim Fakültesi Dergisi, 68. https://doi.org/10.53444/deubefd.1869209

AMA

1.Gengeç H. Öğrenme Güçlüğü Tanılı Çocuğa Sahip Ailelerin Ev Okuryazarlığına İlişkin Görüş ve Deneyimlerinin İncelenmesi. Buca Eğitim Fakültesi Dergisi. 2026;(68). doi:10.53444/deubefd.1869209

Chicago

Gengeç, Hilal. 2026. “Öğrenme Güçlüğü Tanılı Çocuğa Sahip Ailelerin Ev Okuryazarlığına İlişkin Görüş ve Deneyimlerinin İncelenmesi”. Buca Eğitim Fakültesi Dergisi, sy 68. https://doi.org/10.53444/deubefd.1869209.

EndNote

Gengeç H (01 Haziran 2026) Öğrenme Güçlüğü Tanılı Çocuğa Sahip Ailelerin Ev Okuryazarlığına İlişkin Görüş ve Deneyimlerinin İncelenmesi. Buca Eğitim Fakültesi Dergisi 68

IEEE

[1]H. Gengeç, “Öğrenme Güçlüğü Tanılı Çocuğa Sahip Ailelerin Ev Okuryazarlığına İlişkin Görüş ve Deneyimlerinin İncelenmesi”, Buca Eğitim Fakültesi Dergisi, sy 68, Haz. 2026, doi: 10.53444/deubefd.1869209.

ISNAD

Gengeç, Hilal. “Öğrenme Güçlüğü Tanılı Çocuğa Sahip Ailelerin Ev Okuryazarlığına İlişkin Görüş ve Deneyimlerinin İncelenmesi”. Buca Eğitim Fakültesi Dergisi. 68 (01 Haziran 2026). https://doi.org/10.53444/deubefd.1869209.

JAMA

1.Gengeç H. Öğrenme Güçlüğü Tanılı Çocuğa Sahip Ailelerin Ev Okuryazarlığına İlişkin Görüş ve Deneyimlerinin İncelenmesi. Buca Eğitim Fakültesi Dergisi. 2026. doi:10.53444/deubefd.1869209.

MLA

Gengeç, Hilal. “Öğrenme Güçlüğü Tanılı Çocuğa Sahip Ailelerin Ev Okuryazarlığına İlişkin Görüş ve Deneyimlerinin İncelenmesi”. Buca Eğitim Fakültesi Dergisi, sy 68, Haziran 2026, doi:10.53444/deubefd.1869209.

Vancouver

1.Hilal Gengeç. Öğrenme Güçlüğü Tanılı Çocuğa Sahip Ailelerin Ev Okuryazarlığına İlişkin Görüş ve Deneyimlerinin İncelenmesi. Buca Eğitim Fakültesi Dergisi. 01 Haziran 2026;(68). doi:10.53444/deubefd.1869209

Öğrenme Güçlüğü Tanılı Çocuğa Sahip Ailelerin Ev Okuryazarlığına İlişkin Görüş ve Deneyimlerinin İncelenmesi

Öz

Anahtar Kelimeler

An Examination of the Views and Experiences of Families with Children Diagnosed with Learning Disabilities Regarding Home Literacy Practices

Öz

Anahtar Kelimeler

Öz

Öz

Kaynakça

Ayrıntılar

Birincil Dil

Konular

Bölüm

Yazarlar

Yayımlanma Tarihi

Gönderilme Tarihi

Kabul Tarihi

Yayımlandığı Sayı

DOI

IZ

Kaynak Göster