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Öğe Dialogic Reading: An Effective Method to Improve Language and Early Literacy Skills(Ankara Univ, Fac Educational Sciences, 2016) Ergul, Cevriye; Sarica, Ayse Dolunay; Akoglu, GozdeEarly literacy includes prerequisite knowledge, skills, and attitudes that children should acquire in relation to reading and writing prior to primary education. Several studies have shown effectiveness of early literacy skills on later reading and writing skills and academic achievement. Results reveal that early literacy skills that have been found to have an impact on short-and long-term school success need to be supported in early childhood. Adult-child joint reading activity is one of the most commonly used methods of intervention in promoting early literacy skills. There are many studies demonstrating that adult child joint reading activities, particularly those in which adults display instructive behaviors are highly effective on children's language development. Dialogic Reading (DR) is one technique that differs from traditional adult-child shared book reading in that during DR, the adult takes the role of an active listener, gives the child opportunities to talk by asking questions, defines unknown words and repeats and extends child's verbal responses during reading. Numerous studies show DR's significant effects on preschoolers' language, early literacy skills and reading attitudes as well as future academic performance. The aim of this paper was to introduce DR as an effective shared book reading method.Öğe First-language skills of bilingual Turkish immigrant children growing up in a Dutch submersion context(Routledge Journals, Taylor & Francis Ltd, 2016) Akoglu, Gozde; Yagmur, KutlayThe interdependence between the first and second language of bilingual immigrant children has not received sufficient attention in research. Most studies concentrate on mainstream language skills of immigrant pupils. In some studies, the gaps in the language development of immigrant children are documented by comparing mainstream pupils with immigrant children. The competence in the first language receives very little attention. In order to show the role of first language competence in second-language acquisition and lower school achievement, we present the findings of our empirical study by comparing bilingual Turkish immigrant children (n=30, mean age=67.27 months) in the Netherlands and monolingual Turkish speakers (n=30, mean age=66.97 months) in Turkey. The evidence presented in this paper shows that compared to monolingual Turkish speakers, Turkish immigrant children lag behind in their first language cognitive concepts, lexical, syntactic, and textual skills. Mothers' education level turns out to be an important factor in explaining the performance differences of immigrant children. This would have an effect on their concept and cognitive development as well as on their second-language acquisition.Öğe Home Literacy Environment and Phonological Awareness Skills in Preschool Children(Hacettepe Univ, 2014) Turan, Figen; Akoglu, GozdeParticipating in activities such as book reading before learning to read makes it easier to learn the letters' names, shapes, and sounds. Individuals who have difficulty in recognizing letters experience problems in decoding words in the future. This study aims to analyze the differences between the knowledge of early literacy experiences of parents whose children are typically developing (TD) 5-6 year-olds and children who have language impairment (LI), and between children's existing phonological awareness skills and early literacy experiences. The sample of the study consists of a total of 20 preschoolers aged 5-6 (3 girls and 7 boys with LI, and 4 girls and 6 boys with TD). Ankara Development Screening Inventory was used to determine the developmental performance of children. The children were assessed by using the Phonological Awareness Checklist. Family Literacy Questionnaire is used in order to collect information about the characteristics of home literacy environment. The results from the study reveal that children with TD and children with LI differ in terms of phonological awareness and early literacy experiences within the family. It also reveals that children with LI and their families display lower performance in the related skills (p<.05).Öğe The Home Literacy Environments of Turkish Kindergarteners: Does SES Make a Difference?(Eskisehir Osmangazi Univ, Fac Education, 2017) Ergul, Cevriye; Sarica, Ayse Dolunay; Akoglu, Gozde; Karaman, GokceThis study investigated the possible differences in the home literacy environments (HLE) among Turkish kindergarteners from three different SES (socio-economic) strata. 341 parents of a total of 341 kindergarteners from 24 kindergarten classrooms in low, middle and high SES neighbourhoods across Ankara completed the Socio-Demographics Form and the Home Literacy Questionnaire (HLQ). Results of MANOVA and the Kruskal-Wallis test revealed significant differences among the three SES levels, with high SES scoring significantly higher than the middle and low SES and the middle SES scoring significantly higher than the low SES in all HLQ subscales. These findings imply that low and partly middle SES kindergarteners may be at a disadvantage for quality HLEs and so we educators have to look for ways to support these families. However results also point that all three groups fell within the "moderate HLE" range which shows that Turkish kindergarteners from all SES strata may need to be supported through systematic interventions.Öğe Phonological awareness as an educational intervention approach: Effects on reading skills with mentally retarded children(Hacettepe Univ, 2012) Akoglu, Gozde; Turan, FigenThis study aims to assess the effects of phonological awareness skills training given to children who have mild mental retardation on their reading skills. The sample of the study consisted of a total of 12 children, who are between 9 and 12 years old, have mild mental retardation, receive special education service and attend a mainstreaming classroom in a private institution, and have gained the initial literacy skills but have troubles in reading. The results gained through the study, which is formed by pre-test, intervention and post-test stages, indicate that the training given within the scope of the study was influential on the acquisition of receptive language skills, basic phonological awareness skills, the total reading duration of the whole text, the number of mistakes made while reading, reading mistakes based on the insufficiency of phonological awareness skills, substitution of words that are phonologically similar with each other and reading mistakes correction skills of the children who have mild mental retardation.Öğe Print Awareness Skills and Home Literacy Environment of Turkish Preschoolers(Hacettepe Univ, 2019) Akoglu, Gozde; Kiziloz, CigdemIn the literature, the importance of early literacy experiences provided at home by parents to the development of early literacy skills is often expressed. Therefore, the study was aimed at identifying the possible relationships between home early literacy experiences and children's print awareness skills. The participants of the study comprised of 60 preschool children (48-68 months) whose native language is Turkish. The Home Early Literacy Environment Questionnaire (HLEQ) used for the assessment of home literacy skills were conveyed to the parents by the preschool teachers. The Early Childhood Print Awareness Checklist used for the assessment of children's print awareness skills were individually administered to each child. The results displayed a variation in early literacy skills within 48-68 months and indicated that variables pertaining to "writing" might have been effective in this variation. Another prominent finding was that demographic variables such as parental education and frequency of participation in social activities, as well as, most of the HLEQ variables correlated with each other at varying strengths. Similar studies specific to the Turkish language should be conducted in order to identify various predictors of both home literacy skills and print awareness. The study results were discussed in light of the existing literature.Öğe Relationship Between Syntax Comprehension and Verbal Working Memory of Children with Developmental Language Disorders(Turkish Psychologists Assoc, 2014) Akoglu, Gozde; Acarlar, FundaWorking memory (WM) facilitates the choice of appropriate actions for coding stimuli from the environment, stores them for a short term and helps us use them purposefully in daily life. These rather complex but swift operations play a particularly important role in language related processing skills. This study aims to examine the relationship between complex syntax comprehension (CSC) skills and verbal WM in children with developmental language disorder and typically developing children. The study group comprised 12 Down Syndrome and 12 autistic and 24 typically developing children, who were matched in accordance with nonverbal intelligence. In order to evaluate the expressive language performance of the study group, language samples were collected and mean lenght utterance (MLU) was calculated. Children's verbal WM performance was established by using the nonword repetition list, and their CSC skills were evaluated by using the criterion referenced CSC skills assessment tool. The results showed that measurements such as chronological age, nonverbal intelligence and MLU are associated with verbal WM and CSC skills. In both groups, verbal WM and CSC skill were found to be related and the children in the developmental language disorder group had lower performance in both variables than their typically developing counterparts.
