SavedAdd your journal

Journals / Eğitimde Nitel Araştırmalar Dergisi / 2021 / Cilt: 2021 - Sayı: 25

Stakeholder Views on Early Literacy and Reading and Writing Acquisition in the Preschool Period

Berrin GENÇ ERSOY
Pages
255–286
Publication Date
2022-10-11
DOI
—
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

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

The results indicate that stakeholders have a flexible approach to teaching reading and writing in the preschool period and support early literacy education.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:This research aims to reveal stakeholder views on early literacy and reading and writing acquisition in the preschool period.
📊
Key Findings & Data:It is a case study conducted with the descriptive survey model.
💡
Conclusion & Impact:The results indicate that stakeholders have a flexible approach to teaching reading and writing in the preschool period and support early literacy education.
🔬Design:Survey & Empirical Study
📍Scope:Comprehensive Sample
⚙️Variables:early literacy · reading and writing · Teaching

Abstract

This research aims to reveal stakeholder views on early literacy and reading and writing acquisition in the preschool period. It is a case study conducted with the descriptive survey model. The research participants consisted of academics, primary school teachers, early childhood education teachers, primary school teaching students, and prospective early childhood education students. Five semi-structured interview forms were used as the data collection tool. The data were analyzed through content analysis method. The results indicate that stakeholders have a flexible approach to teaching reading and writing in the preschool period and support early literacy education. The roles that early childhood education teachers, preschool education institutions, and parents should play, are presented. It is recommended to increase the cooperation of stakeholders having an essential role in literacy skills development and to reshape the pre-service and in-service training related to early literacy.

🔖

Cite This Article

ERSOY, B. G. (2022). Stakeholder Views on Early Literacy and Reading and Writing Acquisition in the Preschool Period. Eğitimde Nitel Araştırmalar Dergisi, Cilt: 2021 - Sayı: 25, 255–286. https://ajindex.com/articles/496943

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (14)

  1. Adıgüzel, A. ve Karacabey, M. F. (2010). Sınıf öğretmenlerinin ilk okuma yazma öğretiminde karşılaştıkları sorunlar. E-Journal of New World Sciences Academy, 5(2), 1382-1394.
  2. Alisinanoğlu, F. ve Şimşek, Ö. (2012). Okuma yazmaya hazırlık çalışmalarının okul öncesi dönemdeki çocukların yazmaya hazırlık becerilerine etkisinin incelenmesi. Pegem Eğitim ve Öğretim Dergisi, 2 (2), 1-14.
  3. Altun, D. ve Tantekin Erden, F. (2016). Okul öncesi öğretmen adaylarının erken okuryazarlık ile ilgili görüşleri ve staj uygulamaları. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi (KEFAD), 17 (1), 241-261.
  4. Anthony, J. L. ve Francis, D. J. (2005). Development of phonological awareness. Current Directions in Psychological Science, 14 (5), 255-259.
  5. Aşıcı, M. (2009). Kişisel ve sosyal bir değer olarak okuryazarlık. Değerler Eğitimi Dergisi, 17 (7), 9-26.
  6. Başar, M. (2013). Okuma yazma öğrenerek ilkokula başlayan çocukların karşılaştıkları sorunların değerlendirilmesi. Ekev Akademi Dergisi, 56(56), 275-294.
  7. Bay, D. N. ve Şimşek Çetin, Ö. (2014). Anasınıfından ilkokula geçişte yaşanan sorunlar ve çözüm önerileri. The Journal of Academic Social Science Studies, 30, 163-190.
  8. Biemiller, A. (2003). Vocabulary: Needed if more children are to read well. Reading Psychology, 24, 323-335.
  9. Bircan, E. E. (2019). Okul öncesi öğretmenlerinin okuma yazma becerisinin gelişimine yönelik rolleri ve uygulamaların incelenmesi. (Yayınlanmamış Yüksek Lisans Tezi). Başkent Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.
  10. Bodrova, E. ve Leong, D. (1996). Tols of the mind the Vygotskian approach to early childhood education (Birinci Basım). America: Pearson. Bozgün, K. ve Uluçınar Sağır, Ş. (2018). Okuma yazmayı öğrenme sürecinde okul öncesi eğitimin etkisi. 2. International Symposium on Innovative Approaches in Scientific Studies (ISAS 2018) içinde (s.1110-1115).
  11. Samsun. Bromley, K. (2007). Nine things every teacher should know about words and vocabulary instruction. Journal of Adolescent and Adult Literacy, 50(7), 528-537.
  12. Cabell, S.Q., Justice, L.M., Konold, T.R. ve McGinty, A.S. (2011). Profiles of Emergent literacy skills among preschool children who are at risk for academic difficulties. Early Childhood Research Quarterly, 26(1), 1-14.
  13. Catts, H. W., Herrera, S., Nielsen, D. C. ve Bridges, M. S. (2015). Early prediction of reading comprehension within the simple view framework. Reading and Writing, 28 (9), 1407-1425.
  14. Chung, K. K. H. ve McBride-Chang, C. (2011). Executive functioning skills uni