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    Evaluation of Teachers's Early Literacy Proficiency and In-Class Literacy Practices Based on Child Outputs
    (Cukurova Univ, 2022) Gengec, Hilal; Guldenoglu, Birkan; Kargin, Tevhide
    This study primarily aims to evaluate preschool teachers' early literacy proficiency and in-class literacy practices based on child outputs. The study comprises 29 preschool teachers working in Gaziantep and 235 students continuing their education in these teachers' classes. The 'Teacher Interview Form' was used in the study to collect information regarding teachers' early literacy proficiency and in-class literacy practices, while the 'Early Literacy Test (EROT)' was used to assess children's early literacy skills. All of the teacher interviews and EROT applications were conducted individually in a designated room or classroom at their own school. The data obtained from the study were calculated and analyzed by the Mann-Whitney U test and Kruskal Wallis H test. The findings revealed that there was no significant difference between the teacher's early literacy proficiency and the children's early literacy subtest scores, that there was a significant difference between the in-class literacy practices and children's receptive and expressive language vocabulary subtest scores, and there was no significant difference between the children's phonological awareness subtest scores and listening comprehension skills.
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    The Importance of Morphological Knowledge in the Reading Comprehension Difficulties in a Highly Agglutinative Language: Evidence from Poor Comprehenders
    (Springer/Plenum Publishers, 2023) Kargin, Tevhide; Guldenoglu, Birkan; Gengec, Hilal; Toker, Merih
    This study examined the importance of morphological knowledge in the reading comprehension difficulties of poor comprehenders reading in a highly agglutinative language, Turkish. Participants were 56 students recruited from the second and third grades. In the assessment process, we applied three experimental paradigms addressing the participants' morphological and morpho-syntactical knowledge at the lexical and the supralexical levels. Data were collected in individual sessions and analyzed by running a series of GLM ANOVAs and calculating the Spearman-Brown correlation coefficient. Findings suggest morphological knowledge is an important indicator of reading comprehension difficulties in Turkish, a highly agglutinative language. The acquisition of adequate reading comprehension seems to be modified by particularities of the morphological knowledge.
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    Variables Affecting Early Literacy Skills: Socio-Economic Level and Home Literacy
    (Dergipark Akad, 2023) Gengec, Hilal; Guldenoglu, Birkan; Kargin, Tevhide
    The main purpose of this study is to determine the effects of socio-economic level (SEL) and home literacy on the early literacy skills of 60-72 months old children. Two hundred thirty-five children attending pre-school education in the city of Gaziantep and their mothers were included in the study. Children's performances regarding early literacy skills were obtained in the study using the Early Literacy Test (ELT) , information related to their SELs with the Family Information Form , and information on home literacy activities with the Home Literacy Practices Scale (HLP) . ELT implementations were carried out in a designated room or classroom in the children's schools. Telephone interviews conducted with mothers acquired information regarding SEL and home literacy activities. The study's data were analyzed using the Mann-Whitney U, Kruskal Wallis H tests and calculating the Spearman-Brown Rank Differences Correlation Coefficient. The findings indicated that SEL created a significant difference in children's early literacy skills and that children, particularly from low SEL, were in the risk group regarding early literacy skills. Furthermore, they showed that the activities carried out in the home environment are influential in the development of early literacy skills and that the qualitative activities and opportunities provided in the home environment are significant for good early literacy development.