Evaluation of Teachers's Early Literacy Proficiency and In-Class Literacy Practices Based on Child Outputs

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dc.authoridGENGEC, Hilal/0000-0001-8723-6857
dc.contributor.authorGengec, Hilal
dc.contributor.authorGuldenoglu, Birkan
dc.contributor.authorKargin, Tevhide
dc.date.accessioned2025-01-21T16:33:24Z
dc.date.available2025-01-21T16:33:24Z
dc.date.issued2022
dc.departmentKırıkkale Üniversitesi
dc.description.abstractThis 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.
dc.identifier.doi10.14812/cufej.1072237
dc.identifier.endpage1641
dc.identifier.issn1302-9967
dc.identifier.issue3
dc.identifier.startpage1610
dc.identifier.trdizinid1159879
dc.identifier.urihttps://doi.org/10.14812/cufej.1072237
dc.identifier.urihttps://search.trdizin.gov.tr/tr/yayin/detay1159879
dc.identifier.urihttps://hdl.handle.net/20.500.12587/23793
dc.identifier.volume51
dc.identifier.wosWOS:000960862300005
dc.identifier.wosqualityN/A
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakTR-Dizin
dc.language.isoen
dc.publisherCukurova Univ
dc.relation.ispartofCukurova University Faculty of Education Journal
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.snmzKA_20241229
dc.subjectEarly Literacy; Preschool Teacher; Early Literacy Proficiency; In-Class Literacy Practices
dc.titleEvaluation of Teachers's Early Literacy Proficiency and In-Class Literacy Practices Based on Child Outputs
dc.typeArticle

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