Araştırma Makalesi
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EVALUATION OF THE MEDIATING ROLE OF ATTENTION IN THE RELATIONSHIP BETWEEN SOCIAL COMPETENCE, AGGRESSION AND EARLY LITERACY

Yıl 2021, Cilt: 10 Sayı: 2, 383 - 396, 31.12.2021

Öz

This study aims to examine the mediating role of attention in the relationship between their social competence, aggression and early literacy by constructing a path model for children's early literacy. This research was designed in a causal pattern. The sample of this study consisted of 256 children attending pre-school education. The data were collected using the Personal Information Form, Social Competence and Behavior Evaluation Inventory-Parent Form, Early Literacy Skills Assessment Tool and Frankfurter Test Für Funjahrige Konzentration-(FTF-K). Path analysis technique was used in data analysis. The significance of its indirect effects was evaluated using the bootstrapping method. The findings obtained in this study showed that social competence predicted attention positively, whereas aggression predicted attention negatively. Attention positively predicted early literacy. The findings suggested that attention had a fully mediating role between social competence, aggression and early literacy.

Kaynakça

  • Altınkaynak-Özen, Ş., & Akman, B. (2016). The effects of family-based literacy preparation program on children’s literacy preparation skills. Education and Science, 41(186), 185-204.
  • Bacanlı, H. (2008). Gelişim ve öğrenme [Development and learning]. Ankara: Nobel Yayınları.
  • Baron, R. M., & Kenny, D. A. (1986). The moderator–mediator variable distinction in socialpsychological research: Conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology, 51(6), 1173.
  • Bennett-Murphy, L. M., Laurie‐Rose, C., Brinkman, T. M., McNamara, K. A. (2007). Sustained attention and social competence in typically developing preschool‐aged children. Early Child Development and Care, 177(2), 133-149. DOI: 10.1080/03004430500349559
  • Birgisdottir, F., Gestsdottir, S., & Geldhof, J. (2020). Early predictors of first and fourth grade reading and math: The role of self-regulation and early literacy skills. Early Childhood Research Quarterly, 53, 507-519.
  • Carlson, S. M., Zelazo, P. D., & Faja, S. (2013). Executive function. In P. D. Zelazo (Ed.), Oxford handbook of developmental psychology, (pp. 706–743). New York: Oxford University Press.
  • Crick, N. R., & Grotpeter, J. K. (1995). Relational aggression, sex, and social psychological adjustment. Child Development 66, 710-722.
  • Dally, J. (2006). The influence of phonological processing and inattentive behavior on reading acquisition. Journal of Educational Psychology, 98, 420–438.
  • Davies, P., Woitach, M., Winter, M., & Cummings, E. M. (2008). Children's insecure representations of the interparental relationship and their school adjustment: The mediating role of attention difficulties. Child Development, 79, 1570-1582.
  • De Bellis, M. D. (2001). Developmental Traumatology: The psychobiological development of maltreated children and its implications for research, treatment, and policy. Development and Psychopathology, 13, 537–561
  • Denham, S. A. (2006). Social-emotional competence as support for school readiness: What is it and how do we assess it? Early Education and Development, 17, 57–89.
  • Dereli-İman, E., Danişman, Ş., Yaya, D., & Akın-Demircan, Z. (2014) September. “Pre-school social competence and behavioral assessment of the teacher and parent scales for the 4-5 age group.” Paper presented at the 23rd National Educational Sciences Congress, Kocaeli, Turkey.
  • Dice, J. L., & Schwanenflugel, P. (2012). A structural model of the effects of preschool attention on kindergarten literacy. Reading and Writing, 25, 2205-2222
  • Dowburd-Young, J. (2007). Students’ responsiveness to using a multisensory approach and strategies in writing, (Unpublished Doctorate Thesis). Arcadia University, Florida.
  • Eck, K. V., Flory, K., &. Malone, P. S. (2013). A Longitudinal assessment of the associations among response access, attention problems, and aggression during childhood. Journal of Abnormal Child Psychology, 41, 613-625.
  • Elias, M. J., & Haynes, N. M. (2008). Social competence, social support, and academic achievement in minority, low-income, urban elementary school children. School Psychology Quarterly, 23(4), 474-495.
  • Enerem, D. (2018). An investigation of early literacy skills in children aged 60-72 months in terms of various variables, (Unpublished Master Thesis). Maltepe University, İstanbul.
  • Farran, D. C., & Son-Yarbroug, W. (2001). Title I funded preschools as a developmental context for children’s play and verbal behaviors. Early Childhood Research Quarterly, 16, 245-262.
  • Finney, S. J., & DiStefano, C. (2006). Non-normal and categorical data in structural equation modeling. Structural equation modeling: A second course, 10(6), 269-314.
  • Garon, N., Bryson, S. E., & Smith, I. M. (2008). Executive function in preschoolers: A review using an integrative framework. Psychological Bulletin, 134, 31–60.
  • Gözüm, A. İ. C, & Kandır, A. (2018). Beş yaş çocuklar için Frankfurter Konsantrasyon Testi’nin güvenirlik çalışması [Reliability study of Frankfurter Test Für Funjahrıge Konzentratıon-Ftf-K Test for children aged five].” Education in a changing world. Ankara: Pegem Akademi Publishing.
  • Haak, J., Downer, J., & Reeve, R. (2012). Home literacy exposure and early language and literacy skills in children who struggle with behavior and attention problems. Early Education & Development, 23(5), 728-747.
  • Hayes, A.F.(2017). Introduction to mediation, moderation, and conditional process analysis: A regression-based approach. UK: Guilford Publications.
  • Hogan, A. E., Scott, K. G., & Bauer, C. R. (1992). The Adaptive Social Behavior Inventory (ASBI): A new assessment of social competence in high risk three year olds. Journal of Psychoeducational Assessment, 10, 230-239.
  • Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6, 1-55.
  • Hughes, C., & Ensor, R. (2008). Does executive function matter for preschoolers’ problem behaviors. Journal of Abnormal Child Psychology, 36, 1-14.
  • Jackman, H. (2012). Early education curriculum: A child's connection to the world (Fifth Edition). U.S.A: Wadsworth Cengage Learning.
  • Karaman, G. (2013). Erken Okuryazarlık Becerilerini Değerlendirme Aracı’nın geliştirilmesi, geçerlik ve güvenirlik çalışması [Development, validity and reliability study of the Early Literacy Skills Assessment Tool], (Unpublished Doctorate Thesis). Gazi University, Ankara.
  • Karasar, N. (2020). Bilimsel araştırma yöntemi: Kavramlar ilkeler teknikler [Scientific research method: Concepts principles techniques]. Ankara: Nobel Publish
  • Kennedy, E, . Dunphy, E., Dwyer, B., Hayes, G., McPhillips, T., Marsh, J., O’Connor, M., & Shiel, G. (2012). Literacy in early childhood and primary education (3-8 years) commissioned research report. Dublin: National Council for Curriculum and Assessment
  • Kotler, J. C., & McMahon, R. J. (2002). Differentiating anxious, aggressive, and socially competent preschool chlidren: Validation of the Social Competence and Behavior Evaluation-30 (parent version).”Behaviour Research and Therapy, 40, 947-959.
  • Kostelnik, M., Soderman, A. K., Whiren, A. P., & M. L. Pupier. (2017). Guiding children's social development: Theory to practice. NY: Delmar.
  • Ladd, G. W., Birch, S. H., &. Buhs, E. S. (1999). Children’s social and scholastic lives in kindergarten: Related spheres of influence? Child Development, 70, 1373-1400.
  • Ladd, G. W., & Burgess, K. B. (2001). Do relational risks and protective factors moderate the linkages between childhood aggression and early psychological and school adjustment? Child Development, 72(5), 1579-1601.
  • LaFreniere, P. J. (1990). Social competence and behavior evaluation-30 (preschool ed.) (parent version).”Unpublished measure.
  • Lonigan, C. J., Anthony, J. L., Bloomfield, B. G., Dyer, S. M., & Samwel, C. S. (1999). Effects of two shared-reading interventions on emergent literacy skills of at-risk preschoolers. Journal of Early Intervention, 22(4), 306-322.
  • Lonigan, C. J., Burgess, S. R.,& Anthony, J. L. (2000). Development of emergent literacy and early reading skills in preschool children: Evidence from a latent-variable longitudinal study. Developmental Psycholog, 36(5), 596-613.
  • Mann, T. D., Hund, A. M., Hesson-McInnis, M. S., &. Roman, Z. J. (2016). Pathways to school readiness: executive functioning predicts academic and social–emotional aspects of school readiness. International Mind, Brain, and Education Society, 11(1), 21-31.
  • McClelland, M. M., Morrison, F. J., & Hohnes. D. H. (2000). Children at-risk for early academic problems: The role of learning-related social skills. Early Childhood Research Quarterly, 15, 307-329.
  • McClelland, M. M., Kessenich, M., & Morrison, F. J. (2003). Pathways to early literacy: The complex interplay of child, family, and sociocultural factors. Advances in Child Development And Behavior, 31(1), 411-447.
  • McClelland, M. M., Acock, A. C., & Morrison, F. J. (2006).The impact of kindergarten learning‐related skills on academic trajectories at the end of elementary school. Early Childhood Research Quarterly, 21, 471-490.
  • Neuman, L. (2016). Toplumsal araştırma yöntemleri [Social research methods] (S. Özge, Trans.) İstanbul: Yayın Odası.
  • Niessen, L. N. (2003). Intercorrelations among emergent literacy skills, (Unpublished Doctoral Thesis). Kansas University, USA.
  • Olweus, D. (1993). Bullying at school: What we know and what we can do. Oxford, England: Blackwell Publishers.
  • Pellegrini, A. D. (1991). Applied child study: a developmental approach. Hillsdale, NJ: Erlbaum.
  • Peterson, E., & Welsh, M. C. (2014). The development of hot and cool executive functions in childhood and adolescence: Are we getting warmer? In S. Goldstein & J. A. Naglieri (Eds.), Handbook of executive functioning (45-65pp.). New York: Springer
  • Rabiner, D. L., Godwin, J., &. Dodge, K. A. (2016). Predicting academic achievement and attainment: The contribution of early academic skills, attention difficulties, and social Competence. School Psychology Review, 45(2), 250-267.
  • Randall, P. (1997). Adult bullying: Perpetrators and victims. London: Routledge.
  • Raatz, U., & Möhling, R. (1971). Frankfurter tests für Fünfjährige-Konzentration (FTF-K). Weinheim: Beltz.
  • Razza, R. A., Martin, A., & Brooks-Gunn, J. (2012). The implications of early attentional regulation for school success among low-income children. Journal of Applied Developmental Psychology, 33(6), 311-319.
  • Reynolds, M., & Besner, D. (2006). Reading aloud is not automatic: Processing capacity is required to generate a phonological code from print. Journal of Experimental Psychology: Human Perception and Performance, 32(6), 1303-1323.
  • Rimm- Kaufman, S., Curby, T., Grimm, K. J., & Nathanson, L. (2009). The Contribution of Children's Self-Regulation and Classroom Quality to Children's Adaptive Behaviors in the Kindergarten Classroom. Developmental Psychology, 45(4), 958-972.
  • Rubia, K. (2011). “Cool” inferior frontostraital dysfunction in attention deficit/hyperactivity disorder versus “hot” ventromedial orbitofrontal-limbic dysfunction in conduct disorder: A review. Biological Psychiatry, 69, 69-87.
  • Ruff, H., & Rothbart, M. (2001). Attention in early development: Themes and variations. Oxford University Press.
  • Ruff, H., Capozzoli, M., & Weissberg, R. (1998). Age, individuality, and context as factors in sustained visual attention during the preschool years. Developmental Psychology, 34, 454-465.
  • Sandall, S. R., & Schwartz, I. S. (2008). Building blocks for teaching preschoolers with special needs (2nd ed.). Baltimore: Paul H. Brookes.
  • Shrout, P. E., & Bolger. N. (2002). Mediation in experimental and nonexperimental studies: New procedures and recommendations. Psychological Methods, 7(4), 422-445.
  • Shedd, M. K. (2005). Parent behavior change in developing literacy skills in young children, (Unpublished Master Thesis). Michigan State University. USA.
  • Skibbe, L. E., Gerde H. K, Wright, T. S., & Samples-Steele, C. R. (2016). A content analysis of phonological awareness and phonics in commonly used Head Start curricula. Early Childhood Education Journal, 44 (3), 225-233.
  • Stevens, C., Harn, B., Chard D. J, Currin J., Parisi, D., & Neville. H. (2013).Examining the role of attention and ınstruction in at-risk kindergarteners: Electrophysiological measures of selective auditory attention before and after an early literacy. Intervention Journal of Learning Disabilities, 46(1), 73-86.
  • Strickland, D. S., & Riley-Ayers, S. (2007). Literacy leadership in early childhood: The essential guide. New York: Teachers College Press.
  • Tabachnick, B. G., & Fidell, L. S.(2007). Using multivariate statistics (5th ed.). USA: Pearson Education.
  • Taylor, S. V., & Leung, C. B. (2020). Multimodal Literacy and Social Interaction: Young Children’s Literacy Learning. Early Childhood Education Journal, 48, 1-10.
  • Vitiello, V., & Williford, A. P. (2020). Relations between social skills and language and literacy outcomesamong disruptive preschoolers: Task engagement as a mediator. Early Childhood Research Quarterly, 36, 136-144
  • Walcott, C. M., Scheemaker, A., & Bielski, K. (2010). A longitudinal investigation of inattention and preliteracy development. Journal of Attention Disorders, 14(1), 79-85.
  • 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 Psychology, 102(1), 43-53.
  • Wilcox, M. J, Gray, S., & Reiser, M. (2020). Preschoolers with developmental speech and/or languageimpairment: Efficacy of the Teaching Early Literacy and Language(TELL) curriculum. Early Childhood Research Quarterly, 51, 124-143.
  • Willcutt, E. G., Betjemann, R. S., McGrath, L. M., Chhabildas, N. A., Olson, R. K., De Fries, J. C., & Pennington, B. F. (2010). Etiology and neuropsychology of comorbidity between RD and ADHD: The case for multiple-deficit models. Cortex, 46(10), 1345-1361.
  • Wright, T. S., & Cervetti, G. N. (2017). A systematic review of the research on vocabulary instruction that impacts text comprehension. Reading Research Quarterly, 52(2), 203-22.
  • Zelazo, P. D., & Carlson, S. M. (2012). Hot and cool executive function in childhood and adolescence: Development and plasticity. Child Development Perspectives, 6, 354-360.
Yıl 2021, Cilt: 10 Sayı: 2, 383 - 396, 31.12.2021

Öz

Kaynakça

  • Altınkaynak-Özen, Ş., & Akman, B. (2016). The effects of family-based literacy preparation program on children’s literacy preparation skills. Education and Science, 41(186), 185-204.
  • Bacanlı, H. (2008). Gelişim ve öğrenme [Development and learning]. Ankara: Nobel Yayınları.
  • Baron, R. M., & Kenny, D. A. (1986). The moderator–mediator variable distinction in socialpsychological research: Conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology, 51(6), 1173.
  • Bennett-Murphy, L. M., Laurie‐Rose, C., Brinkman, T. M., McNamara, K. A. (2007). Sustained attention and social competence in typically developing preschool‐aged children. Early Child Development and Care, 177(2), 133-149. DOI: 10.1080/03004430500349559
  • Birgisdottir, F., Gestsdottir, S., & Geldhof, J. (2020). Early predictors of first and fourth grade reading and math: The role of self-regulation and early literacy skills. Early Childhood Research Quarterly, 53, 507-519.
  • Carlson, S. M., Zelazo, P. D., & Faja, S. (2013). Executive function. In P. D. Zelazo (Ed.), Oxford handbook of developmental psychology, (pp. 706–743). New York: Oxford University Press.
  • Crick, N. R., & Grotpeter, J. K. (1995). Relational aggression, sex, and social psychological adjustment. Child Development 66, 710-722.
  • Dally, J. (2006). The influence of phonological processing and inattentive behavior on reading acquisition. Journal of Educational Psychology, 98, 420–438.
  • Davies, P., Woitach, M., Winter, M., & Cummings, E. M. (2008). Children's insecure representations of the interparental relationship and their school adjustment: The mediating role of attention difficulties. Child Development, 79, 1570-1582.
  • De Bellis, M. D. (2001). Developmental Traumatology: The psychobiological development of maltreated children and its implications for research, treatment, and policy. Development and Psychopathology, 13, 537–561
  • Denham, S. A. (2006). Social-emotional competence as support for school readiness: What is it and how do we assess it? Early Education and Development, 17, 57–89.
  • Dereli-İman, E., Danişman, Ş., Yaya, D., & Akın-Demircan, Z. (2014) September. “Pre-school social competence and behavioral assessment of the teacher and parent scales for the 4-5 age group.” Paper presented at the 23rd National Educational Sciences Congress, Kocaeli, Turkey.
  • Dice, J. L., & Schwanenflugel, P. (2012). A structural model of the effects of preschool attention on kindergarten literacy. Reading and Writing, 25, 2205-2222
  • Dowburd-Young, J. (2007). Students’ responsiveness to using a multisensory approach and strategies in writing, (Unpublished Doctorate Thesis). Arcadia University, Florida.
  • Eck, K. V., Flory, K., &. Malone, P. S. (2013). A Longitudinal assessment of the associations among response access, attention problems, and aggression during childhood. Journal of Abnormal Child Psychology, 41, 613-625.
  • Elias, M. J., & Haynes, N. M. (2008). Social competence, social support, and academic achievement in minority, low-income, urban elementary school children. School Psychology Quarterly, 23(4), 474-495.
  • Enerem, D. (2018). An investigation of early literacy skills in children aged 60-72 months in terms of various variables, (Unpublished Master Thesis). Maltepe University, İstanbul.
  • Farran, D. C., & Son-Yarbroug, W. (2001). Title I funded preschools as a developmental context for children’s play and verbal behaviors. Early Childhood Research Quarterly, 16, 245-262.
  • Finney, S. J., & DiStefano, C. (2006). Non-normal and categorical data in structural equation modeling. Structural equation modeling: A second course, 10(6), 269-314.
  • Garon, N., Bryson, S. E., & Smith, I. M. (2008). Executive function in preschoolers: A review using an integrative framework. Psychological Bulletin, 134, 31–60.
  • Gözüm, A. İ. C, & Kandır, A. (2018). Beş yaş çocuklar için Frankfurter Konsantrasyon Testi’nin güvenirlik çalışması [Reliability study of Frankfurter Test Für Funjahrıge Konzentratıon-Ftf-K Test for children aged five].” Education in a changing world. Ankara: Pegem Akademi Publishing.
  • Haak, J., Downer, J., & Reeve, R. (2012). Home literacy exposure and early language and literacy skills in children who struggle with behavior and attention problems. Early Education & Development, 23(5), 728-747.
  • Hayes, A.F.(2017). Introduction to mediation, moderation, and conditional process analysis: A regression-based approach. UK: Guilford Publications.
  • Hogan, A. E., Scott, K. G., & Bauer, C. R. (1992). The Adaptive Social Behavior Inventory (ASBI): A new assessment of social competence in high risk three year olds. Journal of Psychoeducational Assessment, 10, 230-239.
  • Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6, 1-55.
  • Hughes, C., & Ensor, R. (2008). Does executive function matter for preschoolers’ problem behaviors. Journal of Abnormal Child Psychology, 36, 1-14.
  • Jackman, H. (2012). Early education curriculum: A child's connection to the world (Fifth Edition). U.S.A: Wadsworth Cengage Learning.
  • Karaman, G. (2013). Erken Okuryazarlık Becerilerini Değerlendirme Aracı’nın geliştirilmesi, geçerlik ve güvenirlik çalışması [Development, validity and reliability study of the Early Literacy Skills Assessment Tool], (Unpublished Doctorate Thesis). Gazi University, Ankara.
  • Karasar, N. (2020). Bilimsel araştırma yöntemi: Kavramlar ilkeler teknikler [Scientific research method: Concepts principles techniques]. Ankara: Nobel Publish
  • Kennedy, E, . Dunphy, E., Dwyer, B., Hayes, G., McPhillips, T., Marsh, J., O’Connor, M., & Shiel, G. (2012). Literacy in early childhood and primary education (3-8 years) commissioned research report. Dublin: National Council for Curriculum and Assessment
  • Kotler, J. C., & McMahon, R. J. (2002). Differentiating anxious, aggressive, and socially competent preschool chlidren: Validation of the Social Competence and Behavior Evaluation-30 (parent version).”Behaviour Research and Therapy, 40, 947-959.
  • Kostelnik, M., Soderman, A. K., Whiren, A. P., & M. L. Pupier. (2017). Guiding children's social development: Theory to practice. NY: Delmar.
  • Ladd, G. W., Birch, S. H., &. Buhs, E. S. (1999). Children’s social and scholastic lives in kindergarten: Related spheres of influence? Child Development, 70, 1373-1400.
  • Ladd, G. W., & Burgess, K. B. (2001). Do relational risks and protective factors moderate the linkages between childhood aggression and early psychological and school adjustment? Child Development, 72(5), 1579-1601.
  • LaFreniere, P. J. (1990). Social competence and behavior evaluation-30 (preschool ed.) (parent version).”Unpublished measure.
  • Lonigan, C. J., Anthony, J. L., Bloomfield, B. G., Dyer, S. M., & Samwel, C. S. (1999). Effects of two shared-reading interventions on emergent literacy skills of at-risk preschoolers. Journal of Early Intervention, 22(4), 306-322.
  • Lonigan, C. J., Burgess, S. R.,& Anthony, J. L. (2000). Development of emergent literacy and early reading skills in preschool children: Evidence from a latent-variable longitudinal study. Developmental Psycholog, 36(5), 596-613.
  • Mann, T. D., Hund, A. M., Hesson-McInnis, M. S., &. Roman, Z. J. (2016). Pathways to school readiness: executive functioning predicts academic and social–emotional aspects of school readiness. International Mind, Brain, and Education Society, 11(1), 21-31.
  • McClelland, M. M., Morrison, F. J., & Hohnes. D. H. (2000). Children at-risk for early academic problems: The role of learning-related social skills. Early Childhood Research Quarterly, 15, 307-329.
  • McClelland, M. M., Kessenich, M., & Morrison, F. J. (2003). Pathways to early literacy: The complex interplay of child, family, and sociocultural factors. Advances in Child Development And Behavior, 31(1), 411-447.
  • McClelland, M. M., Acock, A. C., & Morrison, F. J. (2006).The impact of kindergarten learning‐related skills on academic trajectories at the end of elementary school. Early Childhood Research Quarterly, 21, 471-490.
  • Neuman, L. (2016). Toplumsal araştırma yöntemleri [Social research methods] (S. Özge, Trans.) İstanbul: Yayın Odası.
  • Niessen, L. N. (2003). Intercorrelations among emergent literacy skills, (Unpublished Doctoral Thesis). Kansas University, USA.
  • Olweus, D. (1993). Bullying at school: What we know and what we can do. Oxford, England: Blackwell Publishers.
  • Pellegrini, A. D. (1991). Applied child study: a developmental approach. Hillsdale, NJ: Erlbaum.
  • Peterson, E., & Welsh, M. C. (2014). The development of hot and cool executive functions in childhood and adolescence: Are we getting warmer? In S. Goldstein & J. A. Naglieri (Eds.), Handbook of executive functioning (45-65pp.). New York: Springer
  • Rabiner, D. L., Godwin, J., &. Dodge, K. A. (2016). Predicting academic achievement and attainment: The contribution of early academic skills, attention difficulties, and social Competence. School Psychology Review, 45(2), 250-267.
  • Randall, P. (1997). Adult bullying: Perpetrators and victims. London: Routledge.
  • Raatz, U., & Möhling, R. (1971). Frankfurter tests für Fünfjährige-Konzentration (FTF-K). Weinheim: Beltz.
  • Razza, R. A., Martin, A., & Brooks-Gunn, J. (2012). The implications of early attentional regulation for school success among low-income children. Journal of Applied Developmental Psychology, 33(6), 311-319.
  • Reynolds, M., & Besner, D. (2006). Reading aloud is not automatic: Processing capacity is required to generate a phonological code from print. Journal of Experimental Psychology: Human Perception and Performance, 32(6), 1303-1323.
  • Rimm- Kaufman, S., Curby, T., Grimm, K. J., & Nathanson, L. (2009). The Contribution of Children's Self-Regulation and Classroom Quality to Children's Adaptive Behaviors in the Kindergarten Classroom. Developmental Psychology, 45(4), 958-972.
  • Rubia, K. (2011). “Cool” inferior frontostraital dysfunction in attention deficit/hyperactivity disorder versus “hot” ventromedial orbitofrontal-limbic dysfunction in conduct disorder: A review. Biological Psychiatry, 69, 69-87.
  • Ruff, H., & Rothbart, M. (2001). Attention in early development: Themes and variations. Oxford University Press.
  • Ruff, H., Capozzoli, M., & Weissberg, R. (1998). Age, individuality, and context as factors in sustained visual attention during the preschool years. Developmental Psychology, 34, 454-465.
  • Sandall, S. R., & Schwartz, I. S. (2008). Building blocks for teaching preschoolers with special needs (2nd ed.). Baltimore: Paul H. Brookes.
  • Shrout, P. E., & Bolger. N. (2002). Mediation in experimental and nonexperimental studies: New procedures and recommendations. Psychological Methods, 7(4), 422-445.
  • Shedd, M. K. (2005). Parent behavior change in developing literacy skills in young children, (Unpublished Master Thesis). Michigan State University. USA.
  • Skibbe, L. E., Gerde H. K, Wright, T. S., & Samples-Steele, C. R. (2016). A content analysis of phonological awareness and phonics in commonly used Head Start curricula. Early Childhood Education Journal, 44 (3), 225-233.
  • Stevens, C., Harn, B., Chard D. J, Currin J., Parisi, D., & Neville. H. (2013).Examining the role of attention and ınstruction in at-risk kindergarteners: Electrophysiological measures of selective auditory attention before and after an early literacy. Intervention Journal of Learning Disabilities, 46(1), 73-86.
  • Strickland, D. S., & Riley-Ayers, S. (2007). Literacy leadership in early childhood: The essential guide. New York: Teachers College Press.
  • Tabachnick, B. G., & Fidell, L. S.(2007). Using multivariate statistics (5th ed.). USA: Pearson Education.
  • Taylor, S. V., & Leung, C. B. (2020). Multimodal Literacy and Social Interaction: Young Children’s Literacy Learning. Early Childhood Education Journal, 48, 1-10.
  • Vitiello, V., & Williford, A. P. (2020). Relations between social skills and language and literacy outcomesamong disruptive preschoolers: Task engagement as a mediator. Early Childhood Research Quarterly, 36, 136-144
  • Walcott, C. M., Scheemaker, A., & Bielski, K. (2010). A longitudinal investigation of inattention and preliteracy development. Journal of Attention Disorders, 14(1), 79-85.
  • 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 Psychology, 102(1), 43-53.
  • Wilcox, M. J, Gray, S., & Reiser, M. (2020). Preschoolers with developmental speech and/or languageimpairment: Efficacy of the Teaching Early Literacy and Language(TELL) curriculum. Early Childhood Research Quarterly, 51, 124-143.
  • Willcutt, E. G., Betjemann, R. S., McGrath, L. M., Chhabildas, N. A., Olson, R. K., De Fries, J. C., & Pennington, B. F. (2010). Etiology and neuropsychology of comorbidity between RD and ADHD: The case for multiple-deficit models. Cortex, 46(10), 1345-1361.
  • Wright, T. S., & Cervetti, G. N. (2017). A systematic review of the research on vocabulary instruction that impacts text comprehension. Reading Research Quarterly, 52(2), 203-22.
  • Zelazo, P. D., & Carlson, S. M. (2012). Hot and cool executive function in childhood and adolescence: Development and plasticity. Child Development Perspectives, 6, 354-360.
Toplam 70 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Alan Eğitimleri
Bölüm Research Articles
Yazarlar

Esra Dereli Bu kişi benim 0000-0002-1726-3144

Ahmet Kara Bu kişi benim 0000-0002-1155-619X

Büşra Meryem Dereli Bu kişi benim 0000-0002-3594-6256

Yayımlanma Tarihi 31 Aralık 2021
Yayımlandığı Sayı Yıl 2021 Cilt: 10 Sayı: 2

Kaynak Göster

APA Dereli, E., Kara, A., & Dereli, B. M. (2021). EVALUATION OF THE MEDIATING ROLE OF ATTENTION IN THE RELATIONSHIP BETWEEN SOCIAL COMPETENCE, AGGRESSION AND EARLY LITERACY. International Online Journal of Primary Education, 10(2), 383-396.

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