The Role of Early Literacy Skills in Beginning to Read in Turkish: Longitudinal Findings from First Graders

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dc.contributor.authorKargin, Tevhide
dc.contributor.authorGüldenoğlu, İsa Birkan
dc.contributor.authorGengeç, Hilal
dc.date.accessioned2025-01-21T16:28:58Z
dc.date.available2025-01-21T16:28:58Z
dc.date.issued2023
dc.departmentKırıkkale Üniversitesi
dc.description.abstractThe aim of this longitudinal study is to investigate the effects of early literacy skills on beginning to read in a transparent orthography, viz. Turkish. In line with this aim, a total of eighty-four participants were followed from preschool to the end of the first grade and the extent to which participants' early literacy skills in the preschool period predict their future reading performances was examined. All the data gathered in the study were collected individually at one-year intervals. The participants’ early literacy skills were tested by the "Test of Early Literacy (TEL)", reading comprehension skills was obtained with a text containing 162 words and 10 multiple choice questions, reading fluency performances were calculated with the formula of correct number of words per minute. Data were computed through correlation analysis, and hierarchical regression analysis. Results suggest that regarding phonological awareness, early literacy sub-skills, especially those contributing to or serving oral comprehension had positive effects on reading fluency and reading comprehension at the end of the first grade. Valuable conclusions have been drawn from this finding about the role of phonological awareness, and its contribution to reading in an agglutinative orthography such as Turkish. Obtained results are discussed in relation to the literature. © 2023, Ozgen Korkmaz. All rights reserved.
dc.identifier.doi10.17275/per.23.27.10.2
dc.identifier.endpage42
dc.identifier.issn2148-6123
dc.identifier.issue2
dc.identifier.scopus2-s2.0-85163057886
dc.identifier.scopusqualityQ3
dc.identifier.startpage26
dc.identifier.urihttps://doi.org/10.17275/per.23.27.10.2
dc.identifier.urihttps://hdl.handle.net/20.500.12587/23663
dc.identifier.volume10
dc.indekslendigikaynakScopus
dc.language.isoen
dc.publisherOzgen Korkmaz
dc.relation.ispartofParticipatory Educational Research
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.snmzKA_20241229
dc.subjectEarly literacy; orthographic transparency; phonological awareness; reading comprehension; word decoding
dc.titleThe Role of Early Literacy Skills in Beginning to Read in Turkish: Longitudinal Findings from First Graders
dc.typeArticle

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