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Journals / Yegah Müzikoloji Dergisi / 2026 / Cilt: 9 Sayı: 1

EFFECTS OF MUSIC-BASED INSTRUCTION ON PHONOLOGICAL AWARENESS IN PRESCHOOL CHILDREN

MÜZİK TEMELLİ ETKİNLİKLERİN OKUL ÖNCESİ DÖNEMDE FONOLOJİK FARKINDALIK ÜZERİNDEKİ ETKİSİ

Munise Duran(İnönü üniversitesi eğitim fakültesi)0000-0001-8912-2669
Neslihan Yılmaz(Milli Eğitim Bakanlığı)0009-0007-8599-6239
Pages
188–202
Publication Date
2026-02-19
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

The findings indicated a significant increase in the phonological awareness scores of the experimental group, whereas no significant change was observed in the control group.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:The purpose of this study is to examine the impact of structured musical activities on phonological awareness skills in early childhood.
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Key Findings & Data:A quasi-experimental pretest–posttest control group design was employed with 52 children aged 5–6 years.
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Conclusion & Impact:The findings indicated a significant increase in the phonological awareness scores of the experimental group, whereas no significant change was observed in the control group.
🔬Design:Araştırma Makalesi
📍Scope:Comprehensive Sample
⚙️Variables:ritim ve melodi · erken okuryazarlık · müzik temelli etkinlikler

Abstract

The purpose of this study is to examine the impact of structured musical activities on phonological awareness skills in early childhood. A quasi-experimental pretest–posttest control group design was employed with 52 children aged 5–6 years. The experimental group participated in an eight-week intervention program including rhythm–syllable matching, melodic repetition, pitch discrimination, prosodic practice, and tempo perception activities. Data were collected using the Mountain Shadows Phonemic Awareness Scale (MS-PAS), and analyses were conducted via Mann–Whitney U and Wilcoxon tests. The findings indicated a significant increase in the phonological awareness scores of the experimental group, whereas no significant change was observed in the control group. The results suggest that musical activities serve as an effective tool in improving phonological awareness and supporting emergent literacy skills in early childhood

Özet

ÖZ Bu araştırmanın amacı, okul öncesi dönemde yapılandırılmış müziksel etkinliklerin çocukların fonolojik farkındalık becerileri üzerindeki etkisini incelemektir. Bu çalışmada 5–6 yaş aralığında bulunan 52 çocukla ön test–son test kontrol gruplu yarı deneysel kullanılmıştır. Deney grubuna sekiz hafta boyunca ritim-hece eşleştirme, melodik tekrarlar, ses yüksekliği ayrımı, tonlama çalışmaları ve tempo algısı gibi müziksel bileşenlere dayalı bir müdahale programı uygulanmıştır. Veriler Mountain Shadows Fonolojik Farkındalık Ölçeği (MS-PAS) aracılığıyla toplanmış ve Mann–Whitney U ile Wilcoxon testleri kullanılarak analiz edilmiştir. Bulgular, deney grubunun fonolojik farkındalık puanlarının anlamlı düzeyde arttığını; kontrol grubunda ise anlamlı bir değişim olmadığını göstermiştir.

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Cite This Article

Duran, M., Yılmaz, N. (2026). EFFECTS OF MUSIC-BASED INSTRUCTION ON PHONOLOGICAL AWARENESS IN PRESCHOOL CHILDREN. Yegah Müzikoloji Dergisi, Cilt: 9 Sayı: 1, 188–202. https://doi.org/10.51576/ymd.1849480

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