Browsing by Author "KARGIN, TEVHİDE"

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    Sesbilgisel farkındalık becerilerinin sözcük okuma becerisi ile ilişkisinin incelenmesi: boylamsal bir çalışma
    (Eğitim Bilimleri Enstitüsü, 2017) Soğancı, Seyhan; KARGIN, TEVHİDE; Other
    In this study, the relationship between the phonological awareness skills of the students who attend the nursery class and the word reading skills of the first grade in primary school is examined. The study group consists of 133 students. All of the participants were assessed for their phonological awareness skills in the nursery class and they were assessed for their word reading skills in the first grade. The Early Childhood Literacy Test EROT 's Phonological Awareness Subtest was used in assessments at the preschool level. In the first year of primary school, datas were collected by a computeraided program, consisting of 42 word pairs, which was formed in an international project. Datas from the study were analyzed using one-way analysis of variance (ANOVA) and Pearson correlation technique. In terms of word decoding accuracy and speed of word decoding, the results of the analysis revealed that readers with good phonological awareness skills differ significantly from those of readers with poor phonological awareness skills and it has been found that readers with good phonological awareness skills decode words more accurately and faster. When the relations between phonological awareness skill, word decoding accuracy and word decoding speed are assessed on the basis of reader groups, there is a significant positive correlation between phonological awareness and the accuracy of reading word in readers with good phonological awareness skills, and a moderate correlation was observed between the phonological awareness and the speed of word reading in the negative direction. There was a moderate correlation between word reading accuracy and word reading speed in the negative direction. When the findings obtained from readers with poor phonological awareness skills were examined, no significant relationship was observed between the group's phonological awareness total scores and their word reading accuracy and word reading speed. However, there was a strong correlation between word reading accuracy and word reading speed in the negative direction.