Home Literacy Environment: Definitions, Dimensions and Its Role on the Development of Emergent Literacy Skills

Yıl 2017, Cilt: 4 Sayı: 3, 38 - 57, 28.12.2017

ELİF Akyüz , Özcan Doğan

https://doi.org/10.21020/husbfd.342871

Cited By: 7

Öz

Today it
is believed that children acquire skills and knowledge about literacy before
they begin formal schooling. These skills and knowledge are termed as “emergent
literacy” and are affected by “home literacy environment” where children grow
up. By providing literacy related materials and engaging in literacy activities
with their children, parents support the development of these skills of their
children. This review paper provides definitions and dimensions of home
literacy environment and how this environment works to support emergent
literacy skills of young children.

Anahtar Kelimeler

Home literacy environment, emergent literacy, early literacy, preschool

Ev Okuryazarlık Ortamı: Tanımları, Boyutları ve Kendiliğinden Ortaya Çıkan Okuryazarlık Becerilerinin Gelişimindeki Rolü

Öz

Günümüzde
çocukların ilköğretimde formal okuma-yazma eğitimi almadan çok daha önce
okuryazarlıkla ilgili bilgi ve beceriler edindiklerine inanılmaktadır. “Kendiliğinden
ortaya çıkan okuryazarlık” olarak adlandırılan bu bilgi ve beceriler çocukların
içinde yetiştikleri “ev okuryazarlık ortamı”ndan etkilenmektedir. Ebeveynler ev
ortamlarında çocuklarına okuryazarlıkla ilgili materyaller sağlayarak ve
onlarla birlikte çeşitli okuryazarlık etkinlikleri gerçekleştirerek
çocuklarının okuryazarlık becerilerinin gelişimini desteklerler. Bu derleme, ev
okuryazarlık ortamının alan yazında belirtilen tanımlarını, boyutlarını ve
kendiliğinden ortaya çıkan okuryazarlık becerilerinin gelişimini hangi yollarla
desteklediğini ortaya koyan bilimsel araştırmaları içermektedir.

Anahtar Kelimeler

Ev okuryazarlık ortamı, kendiliğinden ortaya çıkan okuryazarlık, erken okuryazarlık, okulöncesi

Kaynakça

• Akyüz, E. (2016). Okul öncesi dönem çocuklarının kendiliğinden ortaya çıkan okuryazarlık becerilerinin gelişimi ve ev okuryazarlık ortamı ile ilişkisi. Yayımlanmamış doktora tezi, Hacettepe Üniversitesi, Ankara.
• Altıparmak, S. (2010). Parental perceptions on emergent literacy in early childhood years. Yüksek lisans tezi, Orta Doğu Teknik Üniversitesi, Ankara.
• Altun, D. (2013). An investigation of the relationship between preschoolers’ reading attitudes and home literacy environment. Yüksek lisans tezi, Orta Doğu Teknik Üniversitesi, Ankara.
• Aram, D., & Biron, S. (2004). Joint storybook reading and joint writing interventions among low SES preschoolers: Differential contributions to early literacy. Early Childhood Research Quarterly, 19, 588-610.
• Aram, D., & Levin, I. (2011). Home support of children in the writing process: Contributions to early literacy. İçinde S. B. Neuman ve D. K. Dickinson (Eds.). Handbook of Early Literacy Research (Cilt. 3, s.189-199). New York: The Guilford Press.
• Arman, F. (2014). Zihinsel yetersziliği olan ve normal gelişim gösteren çocukların erken okuryazarlık becerilerine ve uygulamalarına ilişkin anne görüşleri. Yüksek Lisans Tezi, Ankara Üniversitesi, Ankara.
• Audet D., Evans, M. A., Williamson, K., & Reynolds, K. (2008). Shared book reading: Parental goals across the primary grades and goal-behavior relationships in junior kindergarten. Early Education and Development, 19(1), 112-137.
• Boudreau, D. (2005). Use of a parent questionnaire in emergent and early literacy assessment of preschool children. Language, Speech, and Hearing in Schools, 36, 33-47.
• Britto, P. R. (2001). Family literacy environments and young children’s emerging literacy skills. Reading Research Quarterly, 36(4), 346-347.
• Burgess, S. R., Hecht, S. A., & Lonigan, C. J. (2002). Relations of the home literacy environment (HLE) to the development of reading-related abilities: A one-year longitudinal study. Reading Research Quarterly, 37, 408-426.
• Chaney, C. (1994). Language development, metalinguistic awareness and emergent literacy skills of 3-year-old children in relation to social class. Applied Psycholinguistics, 15, 371-394.
• Cunningham, A. E., & Zibulsky, J. (2011). Tell me a story: Examining the benefits of reading. S. B. Neuman ve D. K. Dickinson (Eds.). Handbook of Early Literacy Research (Cilt. 3, s.397-411). New York: Guilford Press.
• DeBaryshe, D. B., & Binder, J. C. (1994). Development of an instrument for measuring parental beliefs about reading aloud to young children. Perceptual and Motor Skills, 78, 1303-1311.
• Deckner, D. F., Adamson, L. B., & Bakeman, R. (2006). Child and maternal contributions to shared reading: Effects on language and literacy development. Journal of Applied Developmental Psychology, 27, 31–41.
• Dickinson, D., McCabe, A., Anastasopolous, J. A., Peisner-Feinberg, E. S., & Poe, M. D. (2003). The comprehensive language approach to early literacy: The interrelations among vocabulary, phonological sensitivity, and print Knowledge among preschool-aged children. Journal of Educational Psychology, 95(3), 465-481.
• Duncan, G. J., & Brooks-Gunn, J. (2000). Family poverty, welfare reform, and child development. Child Development, 71, 188-196.
• Farver, J. A. M., Xu, Y., Lonigan, C. J., & Eppe, S. (2013). The home literacy environment and Latino head start children’s emergent literacy skills. Developmental Psychology, 49(4), 775-791.
• Fernandez-Fein, S., & Baker, L. (1997). Rhyme and alliteration sensitivity and relevant experiences among preschoolers from diverse backgrounds. Journal of Literacy Research, 29(3), 433–459.
• Frijters, J. C., Barron, R. W., & Brunello, M. (2000). Direct and mediated influences of home literacy and literacy interest on prereaders’ oral vocabulary and early written language skill. Journal of Educational Psychology, 92, 466–477.
• Gonzalez, J.E., Taylor, A. B., McCormick, A. S., Villareal, V., Kim, M., Perez, E., & diğ. (2011). Exploring the underlying factor structure of the home literacy environment (HLE) in the English and Spanish versions of the familia inventory: A cautionary tale. Early Childhood Research Quarterly, 26(4), 475-483.
• Griffith, P. L., Beach, S. A., Ruan, J., & Dunn, L. (2008). Literacy for young children: A guide for early childhood educators. California: Corwin Press.
• Hall, S. K. (2008). Children’s emergent literacy and phonological awareness: What is the role of home literacy environment. Doktora tezi, Minnesota Üniversitesi, Amerika.
• Haney M., & Hill J. (2004). Relationships between parent-teaching activities and emergent literacy in preschool children. Early Child Development and Care, 174(3), 215-228.
• 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, 75–90.
• Justice, L. M., Kadevarek, J., Bowles, R., & Grimm, K. (2005). Language impairment, parent-child shared reading, and phonological awareness: A feasibility study. Topics in Early Childhood Special Education, 25, 143-156.
• Kim, Y.S. (2009). The relationship between home literacy practices and developmental trajectories of emergent literacy and conventional literacy skills for Korean Children. Reading and Writing, 22, 57-84.
• Kuşçul, H. Ö. (1993). Home context and the development of pre-literacy skills in the child. Doktora tezi, Boğaziçi Üniversitesi, İstanbul.
• Lever, R. ve Sénéchal, M. (2011). Discussing stories: How a dialogic reading intervention improves kindergarteners’ oral narrative construction. Journal of Experimental Child Psychology, 108, 1-24.
• Lonigan, C. J., Burgess, S. R., & Anthony, J. L. (2000). Development of emergent literacy and early reading skills in preschool: Evidence from a latent variable longitudinal study. Developmental Psychology, 36, 596-613.
• Lonigan, C. J., & Whitehurst, G. J. (1998). Relative efficacy of parent and teacher involvement in a shared reading intervention for preschool children from low-income backgrounds. Early Child Research Quarterly, 12, 265-292.
• Mantzicopoulos, P. Y. (1997). The relationship of family variables to head start children’s preacademic competence. Early Childhood Development and Care, 8, 357-375.
• 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.
• McNeill, B. C., Westerveld, M., Bysterveldt A. V., Boyd, L. ve Gillon, G. (2013). Early name writing and invented spelling development. New Zealand Journal of Education Studies, 48 (1), 50-65.
• National Early Literacy Panel (2008). Developing early literacy report of the national early literacy panel. Maryland: National Institute for Literacy.
• Nergis, A. (2008). İlköğretim birinci sınıf öğrencilerinin ön okuryazarlık davranışları ile annelerin okuryazarlığa olan ilgisi arasındaki ilişki. Yüksek lisans tezi, Marmara Üniversitesi, İstanbul.
• Neumann, M. M. (2011). Using environmental print to enhance emergent literacy. Doktora tezi, Griffith Üniversitesi, Avustralya.
• Neuman, S. B., Copple, C., & Bredekamp, S. (2000). Learning to read and write: Developmentally appropriate practices for young children. Washington: The National Association for the Young Children.
• NICHD Early Child Care Research Network (2005). Pathways to reading: The role of oral language in the transition to reading. Developmental Psychology, 41 (2), 428-442.
• Nord, C., Lennon, J., Liu, B., & Chandler, K. (2000). Home literacy activities and signs of children’s emergent literacy: 1993 and 1999. Education Statistics Quarterly, 2, 19-27.
• Peeters, M., Verhoevena, V., Moor J., Van Balkomb, H., & Van Leeuwed, J. (2009). Home literacy predictors of early reading development in children with cerebral palsy. Research in Developmental Disabilities, 30, 445- 461.
• Puolakanaho, A., Ahonen, T., Aro, M., Eklund, K., Leppanen, P. H., Poikkeus, A. M., Tolvanen ve diğ. (2008). Developmental links of very early phonological and language skills to second grade reading outcomes: Strong to accuracy but only minor to fluency. Journal of Learning Disabilities, 41(4), 353-370.
• Purcell-Gates, V. (1996). Stories, coupons, and the “TV guide”: Relationships between home literacy experiences and emergent literacy knowledge. Reading Research Quarterly, 31, 406–428.
• Ranweiler, L. (2004). Preschool readers and writers: Early literacy stratejies for teachers. Michigan: High Scope Press.
• Rodriguez, E. L., & Tamis-Lemonda, C. S. (2011). Trajectories of the home learning environment across the first 5 years: Associations with children’s vocabulary and literacy skills at prekindergarten. Child Development, 82(4), 1058-1075.
• Scarborough, H. S. (2001). Connecting early language and literacy to later reading disabilities: Evidence, theory, and practice. İçinde S. B. Neuman ve D. K. Dickinson (Eds.). Handbook of early literacy research (Cilt.1, s. 97-110). New York: Guilford Press.
• Senechal, M. (2006). Testing the home literacy model: Parent involvement in kindergarten is differentially related to grade 4 reading comprehension, fluency, spelling, and reading for pleasure. Scientific Studies of Reading, 10, 59-87.
• Senechal, M. (2011). A model of the concurrent and longitidunal relations between home literacy and child outcomes. İçinde S. B. Neuman ve D. K. Dickinson (Eds.). Handbook of early literacy research (Cilt.3, s.175-187). New York: Guilford Press.
• Senechal, M., & LeFevre, J. (2002). Parental involvement in the development of children’s reading skill: A five-year longitudinal study. Child Development, 73(2), 445-460.
• Senechal, M., LeFevre, J-A., Thomas, E. M., & Daley, K. E. (1998). Differential effects of home literacy experiences on the development of oral and written language. Reading Research Quarterly, 33(1), 96-116.
• Sim, S., Berthelsen, D., Walker, S., Nicholson J., & Fielding-Barnsley, R. (2014). A shared reading intervention with parents to enhance young children's early literacy skills. Early Child Development and Care, 184:11, 1531-1549.
• Skibbe, L. E., Justice, L. M., Zucker, T. A., & McGinty A. S. (2008). Relations among maternal literacy beliefs, home literacy practices, and the emergent literacy skills of preschoolers with specific language impairment. Early Education and Development, 19(1), 68-88.
• Son, S-H., & Morrison, F. J. (2010). The nature and impact of changes in home learning environment on development of language and academic skills in preschool children. Developmental Psychology, 46(5), 1103-118.
• Sonnenschein, S., & Munsterman, K(2002). The Influence of Home-Based Reading Interactions on 5-Year-Olds’ Reading Motivations and Early Literacy Development. Early Childhood Research Quarterly, 17, 318–337.
• 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.
• Swan, D. W. (2008). Emerging paths to literacy: Modeling individual and environmental contributions to growth in children’s emergent literacy skills. Doktora tezi, Georgia Eyalet Üniversitesi, Amerika.
• 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.
• Teale, W. H., & Sulzby, E. (1986). Emergent literacy as a perspective for examininig how young children become writers and readers. İçinde W.H. Teale ve E. Sulzby (Eds.). Emergent literacy: Writing and reading (s. vii-xxv). New Jersey: Ablex Publishing.
• Turan, F. ve Akoğlu, G. (2014). Okul öncesi dönemde ev okuryazarlık ortamı ve fonolojik farkındalık becerileri. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 29(3), 153-166.
• Veryeri Alaca, I. ve Küntay, A. C. (2015). Türkiye’de 0-3 Yaş Aralığındaki Bebek ve Çocukların Kitapla Tanıştırılması (Çev. Uşşaklı, E.) İçinde Kümmerling-Meibauer, B (Eds.) Erken Okur-Yazarlık: 0-3 Yaş Çocuk Kitapları (s. 9-29). İstanbul: Koç Üniversitesi Yayınları.
• Wiegel, D. J., Martin, S. S., & Bennett, K. K. (2005). Ecological influences of the home and the child-care center on preschool-age children’s literacy development. Reading Research Quarterly, 40(2), 204-233.
• 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.
• Whitehurst, G. J., & Lonigan, G. J. (1998). Child development and emergent literacy. Child Development, 69(3),848-847. Zucker, T. A., & Grant, S. L. (2007). Assessing home supports for literacy. İçinde K. L. Pence (Eds.). Assessment in Emergent Literacy (s. 81-187), San Diego: CA, Plural Publishing.