Sınıf dışı okuma yazmaya hazırlık programının okul öncesi dönem çocuklarının erken okuryazarlık becerilerine etkisi
Küçük Resim Yok
Tarih
2021
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
İnönü Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırmada, "Sınıf Dışı Okuma Yazmaya Hazırlık Programının Okul Öncesi Dönem Çocuklarının Erken Okuryazarlık Becerilerine Etkisi" incelenmiştir. Araştırmada bağımlı değişken "çocukların erken okuryazarlık becerileri", bağımsız değişken ise "Sınıf Dışı Okuma Yazmaya Hazırlık Programı" olarak belirlenmiştir. Araştırmanın çalışma grubu Diyarbakır Bismil İlçe Milli Eğitim Müdürlüğüne bağlı bir bağımsız anaokulu bünyesinde bulunan sınıflarda eğitim gören çocuklardan amaçlı örnekleme yöntemlerinden "tipik durum örnekleme" ile belirlenmiş iki sınıfta bulunan 20 deney, 20 kontrol grubu olmak üzere yaşları 60-66 ay aralığında değişen toplam 40 çocuktan oluşmaktadır. Araştırmada veri toplama aracı olarak, "Erken Okuryazarlık Testi (EROT)" kullanılmıştır. Bu ölçek, Türkiye'de Tevhide Kargın, Cevriye Ergül, Şener Büyüköztürk ve Birkan Güldenoğlu (2015) tarafından hazırlanmıştır. Erken Okuryazarlık Testi, deney öncesi ve deney sonrası hem programa katılan gruba (deney grubu) hem de geleneksel eğitim grubuna (kontrol grubu) uygulanmıştır. Erken Okuryazarlık Testinden elde edilen verilerin analizi yapılırken Mann Whitney-U Testi ve Wilcoxon İşaretli Sıralar Testi kullanılmıştır. Araştırmadan elde edilen sonuçlar şu şekildedir; • Sınıf Dışı Okuma Yazmaya Hazırlık Programına katılan gruptaki (deney grubu) ve geleneksel eğitim grubundaki (kontrol grubu) çocukların EROT toplam son test puan ortalamaları anlamlı düzeyde farklılaşmaktadır. • Sınıf Dışı Okuma Yazmaya Hazırlık Programına katılan gruptaki (deney grubu) ve geleneksel eğitim grubundaki (kontrol grubu) çocukların EROT Sözcük Bilgisi Alt Testlerinden İfade Edici Dilde Sözcük Bilgisi testinde son test puan ortalamaları istatistiksel olarak anlamlı bir şekilde değişmemiştir. Fakat Sözcük Bilgisi Alt Testlerinden; Alıcı Dilde Sözcük Bilgisi, Genel İsimlendirme ve İşlev Bilgisi testinde, programa katılan çocukların (deney grubu) lehine istatistiksel olarak anlamlı bir farklılaşma olmuştur. Ses Bilgisel Farkındalık Alt Testlerinden; Uyak Farkındalığı ve Sözcüklerin İlk Sesini Atma testinde istatistiksel olarak anlamlı bir farklılık olmamıştır. İlk Sese Göre Eşleştirme, Son Sese Göre Eşleştirme, Cümleyi Sözcüklere Ayırma, Sözcükleri Hecelerine Ayırma, Heceleri Birleştirme ve Sözcüklerin Son Sesini Atma testinde ise programa katılan çocukların (deney grubu) lehine son testlerde istatistiksel olarak anlamlı bir farklılık olmuştur. Harf Bilgisi Alt Testlerinden; Alıcı Dilde Harf Bilgisi son testinde programa katılan çocukların (deney grubu) lehine bir farklılık oluşurken İfade Edici Dilde Harf Bilgisi son testinde ise istatistiksel olarak anlamlı bir farklılık olmamıştır. Dinlediğini Anlama Alt Testi son test puan ortalamaları programa katılan çocukların (deney grubu) lehine istatistiksel açıdan anlamlı olarak farklılaşmıştır. Bu sonuçlara göre Sınıf Dışı Okuma Yazmaya Hazırlık Programı'nın okul öncesi dönem çocuklarının erken okuryazarlık becerilerini olumlu yönde arttırdığı söylenebilir. Anahtar kelimeler: Erken okuryazarlık becerileri, okul öncesi eğitim, okuma yazmaya hazırlık, sınıf dışı etkinlikler
In this study, "The Effect of Out-of-Class Literacy Preparation Program on Early Literacy Skills of Preschool Children" was examined. The dependent variable in the study was determined as "children's early literacy skills" and the independent variable as "Out-of-Class Literacy Preparation Program". The study group of the study consists of a total of 40 children aged between 60-66 months, including 20 experimental and 20 control groups in two classes determined by "typical case sampling", one of the purposeful sampling methods, among the children studying in the classrooms of an independent kindergarten affiliated to the Diyarbakır Bismil District National Education Directorate. "Test of Early Literacy (TEL)" was used as a data collection tool in the study. This scale was prepared by Tevhide Kargın, Cevriye Ergül, Şener Büyüköztürk and Birkan Güldenoğlu (2015) in Turkey. Test of Early Literacy (TEL) was applied to both the group participating in the program (experimental group) and the traditional education group (control group) before and after the experiment. While analyzing the data obtained from the Early Literacy Test, Mann Whitney-U Test and Wilcoxon Signed Ranks Test were used. The results obtained from the research are as follows; • The TEL total post-test mean scores of children in the group (experimental group) and traditional education group (control group) participating in the Out-of-Class Literacy Preparation Program differ significantly. • The posttest mean scores of the TEL Vocabulary Subtests of the Vocabulary in Expressive Language test of the children in the group (experimental group) and traditional education group (control group) participating in the Out-of-Class Literacy Preparation Program did not change statistically significantly. But from the Lexical Subtests; There was a statistically significant difference in favor of the children participating in the program (experimental group) in the Vocabulary, Category Naming and Function Knowledge test in the recipient language. Among the Phonological Awareness Subtests; There was no statistically significant difference in the Rhyme Awareness and Deleting First Sound the Words Test. There was a statistically significant difference in the post-tests in favor of the children participating in the program (experimental group) in the Matching According to the First Voice, Matching According to the Last Voice, Splitting Sentences into Words, Separating Words into Syllables, Blending Syllables, and Removing the Last Voice of Words. Among the Letter Knowledge Subtests; While there was a difference in favor of the children participating in the program (experimental group) in the Post-test of Letter Knowledge in the Recipient Language, there was no statistically significant difference in the Post-Test of Letter Knowledge in Expressive Language. Posttest mean scores of the Listening Comprehension Subtest differed statistically significantly in favor of the children participating in the program (experimental group). According to these results, it can be said that the Out-of-Class Literacy Preparation Program positively increases the early literacy skills of preschool children. Keywords: Early literacy skills, preschool education, reading and writing preparation, out of class activities
In this study, "The Effect of Out-of-Class Literacy Preparation Program on Early Literacy Skills of Preschool Children" was examined. The dependent variable in the study was determined as "children's early literacy skills" and the independent variable as "Out-of-Class Literacy Preparation Program". The study group of the study consists of a total of 40 children aged between 60-66 months, including 20 experimental and 20 control groups in two classes determined by "typical case sampling", one of the purposeful sampling methods, among the children studying in the classrooms of an independent kindergarten affiliated to the Diyarbakır Bismil District National Education Directorate. "Test of Early Literacy (TEL)" was used as a data collection tool in the study. This scale was prepared by Tevhide Kargın, Cevriye Ergül, Şener Büyüköztürk and Birkan Güldenoğlu (2015) in Turkey. Test of Early Literacy (TEL) was applied to both the group participating in the program (experimental group) and the traditional education group (control group) before and after the experiment. While analyzing the data obtained from the Early Literacy Test, Mann Whitney-U Test and Wilcoxon Signed Ranks Test were used. The results obtained from the research are as follows; • The TEL total post-test mean scores of children in the group (experimental group) and traditional education group (control group) participating in the Out-of-Class Literacy Preparation Program differ significantly. • The posttest mean scores of the TEL Vocabulary Subtests of the Vocabulary in Expressive Language test of the children in the group (experimental group) and traditional education group (control group) participating in the Out-of-Class Literacy Preparation Program did not change statistically significantly. But from the Lexical Subtests; There was a statistically significant difference in favor of the children participating in the program (experimental group) in the Vocabulary, Category Naming and Function Knowledge test in the recipient language. Among the Phonological Awareness Subtests; There was no statistically significant difference in the Rhyme Awareness and Deleting First Sound the Words Test. There was a statistically significant difference in the post-tests in favor of the children participating in the program (experimental group) in the Matching According to the First Voice, Matching According to the Last Voice, Splitting Sentences into Words, Separating Words into Syllables, Blending Syllables, and Removing the Last Voice of Words. Among the Letter Knowledge Subtests; While there was a difference in favor of the children participating in the program (experimental group) in the Post-test of Letter Knowledge in the Recipient Language, there was no statistically significant difference in the Post-Test of Letter Knowledge in Expressive Language. Posttest mean scores of the Listening Comprehension Subtest differed statistically significantly in favor of the children participating in the program (experimental group). According to these results, it can be said that the Out-of-Class Literacy Preparation Program positively increases the early literacy skills of preschool children. Keywords: Early literacy skills, preschool education, reading and writing preparation, out of class activities
Açıklama
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training
