Home Literacy Environment and Phonological Awareness Skills in Preschool Children
Yükleniyor...
Tarih
2014
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Hacettepe Univ
Erişim Hakkı
info:eu-repo/semantics/closedAccess
Özet
Participating 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).
Açıklama
Anahtar Kelimeler
phonological awareness, literacy, language impairment
Kaynak
Hacettepe Universitesi Egitim Fakultesi Dergisi-Hacettepe University Journal Of Education
WoS Q Değeri
Q4
Scopus Q Değeri
Q4
Cilt
29
Sayı
3
Künye
Turan F. F., Akoğlu G. (2014). Okul Öncesi Dönemde Ev Okuryazarlık Ortamı ve Fonolojik Farkındalık Becerileri. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 29(3), 153 - 166.
