Özel Gereksinimli ve Tipik Gelişim Gösteren Okulöncesi Dönem Çocukların Ev Okuryazarlık Ortamlarının Değerlendirilmesi Ölçeği: Geçerlik ve Güvenirlik Çalışması

Yıl 2023, Cilt: 24 Sayı: 2, 912 - 956, 31.08.2023

Emre Laçin , Betül Gökçen Doğan Laçin

Öz

Bu çalışmanın amacı; tipik gelişim gösteren ve özel gereksinimli olan çocukların ev okuryazarlık ortamlarını değerlendirebilecek geçerli ve güvenilir bir araç geliştirmektir. Ev Okuryazarlık Ortamları Değerlendirme Ölçeği (EVOD) geliştirme çalışmasında; araştırmanın birinci çalışma grubu 367 ana babadan, ikinci çalışma grubu ise 271 ana babadan oluşmaktadır. Geliştirilen ölçeğin kapsam geçerliğini belirlemek amacıyla uzman görüşleri alınmış, alınan görüşler doğrultusunda kapsam geçerlik oranları (KGO) ve kapsam geçerlik indeksi (KGİ) hesaplanmıştır. Elde edilen değerler EVOD’un kapsam geçerliğini doğrulamıştır. EVOD’un yapı geçerliğini belirlemek amacıyla birinci çalışma grubu olan 367 ana babadan elde edilen veriler ile Açımlayıcı Faktör Analizi (AFA) uygulanmıştır. Yapılan analizler sonrasında 27 madden ve beş boyuttan (okuma, sesbilgisi, harf, sözcük ve etkinlik ) oluşan bir yapıya ulaşılmıştır. AFA sonrası ulaşılan yapının farklı gruplarda doğrulanıp doğrulanmadığını belirlemek amacıyla ikinci çalışma grubunu oluşturan 271 ana babaya ölçek uygulanmış ve elde edilen verilerle Doğrulayıcı Faktör Analizi yapılmıştır. DFA sonuçlarına göre uyum indekslerinin iyi uyum gösterdiği görülmüştür. Faktörler arası korelasyon katsayıları hesaplanmış ve faktörlerin birbirleriyle olumlu ilişki içerisinde oldukları bulunmuştur. Ardından beş boyutun bir araya gelerek Ev Okuryazarlık Ortamlarını temsil edip etmediğini belirlemek amacıyla ikinci düzey DFA uygulanmış ve uyum indekslerinin kabul edilebilir uyum gösterdiği sonucuna ulaşılmıştır. Alpha katsayılarının alt boyutlarda 0.80- 0.87 arasında olduğu, toplam puan için ise 0.90 olduğu görülmüştür.

Anahtar Kelimeler

Ev Okuryazarlığı, Erken okuryazarlık ortamı, Erken çocukluk, Özel eğitim

Home Literacy Environment Assessment Scale of Preschool Children with Special Needs and Typical Developments: A Validity and Reliability

Öz

The aim of this study was to develop a valid and reliable tool that can assess the home literacy environment of typically developing and children with special needs. In the development study of the Home Literacy Environments Assessment Scale (HOLAS); the first study group of the research consists of 367 parents and the second study group consists of 271 parents. In order to determine the content validity of the developed scale, expert opinions were taken, and content validity rates (CVR) and content validity index (CGI) were calculated in line with the opinions received. The obtained values confirmed the content validity of the HOLAS. In order to determine the construct validity of HOLAS, Exploratory Factor Analysis (EFA) was applied with the data obtained from the first study group, 367 parents. After the analysis, a structure consisting of 27 items and five dimensions (reading, phonology, letters, words, and activities) was reached. In order to determine whether the structure reached after EFA was confirmed in different groups, the scale was applied to 271 parents who formed the second study group, and Confirmatory Factor Analysis was performed with the data obtained. According to the CFA results, it was seen that the fit indices showed a good fit. The correlation coefficients between the factors were calculated and it was found that the factors were in a positive relationship with each other. Then, in order to determine whether the five dimensions came together and represented Home Literacy Environments, the second level CFA was applied and it was concluded that the fit indices showed acceptable fit. Alpha coefficients were found to be between 0.80 and 0.87 for the sub-dimensions and 0.90 for the total score.

Anahtar Kelimeler

Home literacy, Early literacy environment, Early childhood Special education, Special education,

Kaynakça

• Al Otaiba, S., Lewis, S., Whalon, K., Dyrlund, A., & McKenzie, A. R. (2009). Home literacy environments of young children with Down syndrome: Findings from a web-based survey. Remedial and Special Education, 30(2), 96-107. https://doi.org/10.1177/0741932508315050
• Arciuli, J., Stevens, K., Trembath, D., & Simpson, I. C. (2013). The relationship between parent report of adaptive behavior and direct assessment of reading ability in children with autism spectrum disorder. https://doi.org/10.1044/1092-4388(2013/12-0034)
• Bartlett, M. S. (1950). Tests of significance in factor analysis. British journal of psychology.
• Butz, A. M., Crocetti, M., Thompson, R. E., & Lipkin, P. H. (2009). Promoting reading in children: do reading practices differ in children with developmental problems?. Clinical pediatrics, 48(3), 275-283. https://doi.org/10.1177/0009922808327054
• Büyüköztürk, Ş., (2007). Sosyal Bilimler İçin Veri Analizi El Kitabı (7.Baskı). Ankara: PegemA Yayıncılık.
• Camarata, S., Werfel, K., Davis, T., Hornsby, B. W., & Bess, F. H. (2018). Language abilities, phonological awareness, reading skills, and subjective fatigue in school-age children with mild to moderate hearing loss. Exceptional Children, 84(4), 420-436. https://doi.org/10.1177/0014402918773316
• DeBaryshe, B. D. (1995) Maternal belief systems: linchpin in the home reading process, Journal of Applied Developmental Psychology, 16, 1–20. https://doi.org/10.1016/0193-3973(95)90013-6
• DeBaryshe, B. D., Binder, J. C. & Buell, M. J. (2000) Mothers’ implicit theories of early literacy instruction: implications for children’s reading and writing, Early Child Development and Care, 160, 119–131. https://doi.org/10.1080/0030443001600111
• Field, A. (2013). Discovering statistics using IBM SPSS statistics. sage.
• Henderson, L. M., Clarke, P. J., & Snowling, M. J. (2014). Reading comprehension impairments in autism spectrum disorders. LAnnee psychologique, 114(4), 779-797. https://doi.org/10.3917/anpsy.144.0779
• Justice, L. M., Bowles, R. P., & Skibbe, L. E. (2006). Measuring preschool attainment of print-concept knowledge: A study of typical and at-risk 3-to 5-year-old children using item response theory. https://doi.org/10.1044/0161-1461(2006/024)
• Justice, L. M., Logan, J. A., Işıtan, S., & Saçkes, M. (2016). The home-literacy environment of young children with disabilities. Early Childhood Research Quarterly, 37, 131-139. https://doi.org/10.1016/j.ecresq.2016.05.002
• Kaiser, H. F., & Rice, J. (1974). Little jiffy, mark IV. Educational and psychological measurement, 34(1), 111-117.
• Lanter, E., Freeman, D., & Dove, S. (2013). Procedural and conceptual print-related achievements in young children with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 28(1), 14-25. https://doi.org/10.1177/1088357612459270
• Lawshe, C. H. (1975). A quantitative approach to content validity. Personnel psychology, 28(4), 563-575. researchgate.net.pdf
• Lonigan, C. J., Purpura, D. J., Wilson, S. B., Walker, P. M., & Clancy-Menchetti, J. (2013). Evaluating the components of an emergent literacy intervention for preschool children at risk for reading difficulties. Journal of experimental child psychology, 114(1), 111-130. https://doi.org/10.1016/j.jecp.2012.08.010
• McGuinness, D. (2006). Language development and learning to read: The scientific study of how language development affects reading skill. Mit Press.
• Molfese, V. J., Modglin, A. A., Beswick, J. L., Neamon, J. D., Berg, S. A., Berg, C. J., & Molnar, A. (2006). Letter knowledge, phonological processing, and print knowledge: Skill development in nonreading preschool children. Journal of Learning Disabilities, 39(4), 296-305. https://doi.org/10.1177/00222194060390040401
• National Reading Panel (US), (2000). Report of the National Reading Panel: Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction: Reports of the subgroups. National Institute of Child Health and Human Development, National Institutes of Health.
• Negen, J., & Sarnecka, B. W. (2009). Young children’s number-word knowledge predicts their performance on a nonlinguistic number task. Retrieved from https://escholarship.org/uc/item/1q03q75z
• Neumann, M. M. (2016). A socioeconomic comparison of emergent literacy and home literacy in Australian preschoolers. European Early Childhood Education Research Journal, 24(4), 555-566. https://doi.org/10.1080/1350293X.2016.1189722
• Nunnally, J.C. & Bernstein, I.H. (1994). Psychometric theory (3rd ed.). Neew York: McGraw-Hill.
• Payne, A. C., Whitehurst, G. J., & Angell, A. L. (1994). The role of home literacy environment in the development of language ability in preschool children from low-income families. Early Childhood Research Quarterly, 9(3-4), 427-440. https://doi.org/10.1016/0885-2006(94)90018-3
• Pentimonti, J. M., Zucker, T. A., Justice, L. M., Petscher, Y., Piasta, S. B., & Kaderavek, J. N. (2012). A standardized tool for assessing the quality of classroom-based shared reading: Systematic Assessment of Book Reading (SABR). Early Childhood Research Quarterly, 27(3), 512-528. https://doi.org/10.1016/j.ecresq.2011.12.007
• Perfetti, C., & Stafura, J. (2014). Word knowledge in a theory of reading comprehension. Scientific studies of Reading, 18(1), 22-37. https://doi.org/10.1080/10888438.2013.827687
• Phillips, B. M., & Lonigan, C. J. (2009). Variations in the home literacy environment of preschool children: A cluster analytic approach. Scientific Studies of Reading, 13(2), 146-174. https://doi.org/10.1080/10888430902769533
• Ricci, L. A. (2011). Exploration of Reading Interest and Emergent Literacy Skills of Children with Down Syndrome. International Journal of special education, 26(3), 80-91. eric.ed.gov./ id=EJ959002
• Ricci, L., & Osipova, A. (2012). Visions for literacy: parents’ aspirations for reading in children with Down syndrome. British Journal of Special Education, 39(3), 123-129.https://doi.org/10.1111/j.1467-8578.2012.00547.x
• Robins, S., Treiman, R., & Rosales, N. (2014). Letter knowledge in parent–child conversations. Reading and writing, 27(3), 407-429. https://doi.org/10.1007/s11145-013-9450-7
• Rodriguez, E. T., Tamis-LeMonda, C. S., Spellmann, M. E., Pan, B. A., Raikes, H., Lugo-Gil, J., & Luze, G. (2009). The formative role of home literacy experiences across the first three years of life in children from low-income families. Journal of Applied Developmental Psychology, 30(6), 677-694. https://doi.org/10.1016/j.appdev.2009.01.003
• Sawyer, B. E., Justice, L. M., Guo, Y., Logan, J. A., Petrill, S. A., Glenn‐Applegate, K., & Pentimonti, J. M. (2014). Relations among home literacy environment, child characteristics and print knowledge for preschool children with language impairment. Journal of Research in Reading, 37(1), 65-83.https://doi.org/10.1111/jrir.12008
• Scherer, R. F., Luther, D. C., Wiebe, F. A., & Adams, J. S. (1988). Dimensionality of coping: Factor stability using the ways of coping questionnaire. Psychological reports, 62(3), 763-770. https://doi.org/10.2466/pr0.1988.62.3.763
• Sénéchal, 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(1), 59-87. https://doi.org/10.1207/s1532799xssr1001_4
• 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
• Sénéchal, M., Pagan, S., Lever, R., & Ouellette, G. P. (2008). Relations among the frequency of shared reading and 4-year-old children's vocabulary, morphological and syntax comprehension, and narrative skills. Early Education and Development, 19(1), 27-44. https://doi.org/10.1080/10409280701838710
• Tabachnick, B. G., & Fidell, L. S. (2014). Using multivariate statistics: Pearson new international edition. Pearson..
• Torppa, M., Poikkeus, A. M., Laakso, M. L., Eklund, K., & Lyytinen, H. (2006). Predicting delayed letter knowledge development and its relation to grade 1 reading achievement among children with and without familial risk for dyslexia. Developmental psychology, 42(6), 1128. https://doi.org/10.1037/0012-1649.42.6.1128
• Tunmer, W. E., Chapman, J. W., & Prochnow, J. E. (2006). Literate cultural capital at school entry predicts later reading. New Zealand Journal of Educational Studies, 41(2), 183.
• Van Bysterveldt, A., Foster-Cohen, S., & Gillon, G. T. (2013). Engaging families in promoting emergent literacy for children with Down syndrome. Promising Practices for Engaging Families in Literacy. Charlotte, NC, Information Age Publishing, 29-41.
• Van Heerden, C., & Kritzinger, A. M. (2008). Parental perceptions and practices of emergent literacy development in young children with Down syndrome: the development of intervention guidelines. http://hdl.handle.net/2263/10317
• Veneziano, L., & Hooper, J. (1997). A method for quantifying content validity of health-related questionnaires. American Journal of Health Behavior, 21(1), 67-70.
• Whitehurst, G. J., & Lonigan, C. J. (1998). Child development and emergent literacy. Child development, 69(3), 848-872. https://doi.org/10.1111/j.1467-8624.1998.tb06247.x
• Zhang, D., & Koda, K. (2011). Home literacy environment and word knowledge development: A study of young learners of Chinese as a heritage language. Bilingual Research Journal, 34(1), 4-18. https://doi.org/10.1080/15235882.2011.568591