Cevriye ERGÜL, Meral Çilem ÖKCÜN AKÇAMUŞ, Gözde AKOĞLU, Zeynep BAHAP KUDRET, Burcu KILIÇ TÜLÜ, Ergül DEMİR, Fethi Emre OKŞAK

Türkçe Konuşan Çocuklarda Fonolojik İşlemleme Becerileri İlk Okuma Performansını Yorduyor mu? Boylamsal Sonuçlar

İlkokula başlamadan önceki dönemde, okuma ve yazmaya temel oluşturan bazı beceri ve bilişsel yeterlilikler, okumayı öğrenme sürecindeki başarıyı etkilemektedir. Okuma yazmaya temel oluşturan bu yeterliliklerden biri de fonolojik işlemleme becerileridir. Bu araştırmada anadili Türkçe olan çocuklarda anasınıfının güz ve bahar dönemlerindeki fonolojik işlemleme becerilerinin (sesbilgisel farkındalık, hızlı isimlendirme ve fonolojik bellek) okumayı öğrenme aşamasındaki okuma başarısını yordama durumu incelenmiştir. Araştırmanın katılımcıları, Ankara ilinde alt, orta ve üst sosyoekonomik düzeyleri temsil eden 45 okuldan seçkisiz örnekleme yoluyla seçilen ve yaşları 56.74 ile 70.75 ay (Ort =66.24, SS= 3.64) arasında değişen 392 çocuktan oluşmuştur. Değerlendirmeler, anasınıfı güz döneminde (A1), anasınıfı bahar döneminde (A2) ve okumayı öğrenme süreci olan birinci sınıfın güz döneminin sonunda (İ1) gerçekleştirilmiştir. A1 ve A2’de çocukların fonolojik işlemleme becerileri, İ1’de ise okuma becerileri değerlendirilmiştir. Fonolojik işlemleme becerilerinin, okuma başarısını yordama durumu yapısal eşitlik modeli kullanılarak incelenmiştir. Analizlerin sonucunda sesbilgisel farkındalık, hızlı isimlendirme ve fonolojik bellek becerilerine ilişkin ortalamalarının zaman içinde artış gösterdiği ve bu becerilerinin okuma becerilerine farklı düzeylerde katkı sağladığı bulunmuştur. Ek olarak A1’deki sesbilgilsel farkındalığın İ1’deki okuma başarısını hızlı isimlendirme ve fonolojik bellek aracılığıyla yordadığı, A2’deki hızlı isimlendirme ve fonolojik belleğin ise İ1’deki okuma başarısını sesbilgisel farkındalık aracılığı ile yordadığı bulunmuştur. Sonuçlar, Türkçe konuşan çocukların okuma becerilerinin erken dönem yordayıcılarına ilişkin gelişimsel açıdan önemli bulgular ortaya koymaktadır.

Do Phonological Processing Skills Predict the Beginning Reading Performance of Turkish-Speaking Children? Longitudinal Results

Some skills and cognitive competencies children own in the preschool period form the basis for reading and writing and affect the achievement in the process of learning to read. One of these competencies is phonological processing skills. In this study, it was aimed to investigate the predictive power of phonological processing skills (phonological awareness, rapid naming and phonological memory) measured in the fall and spring semesters of kindergarten for the beginning reading achievement in Turkish-speaking children. The participants of the study consisted of 392 children aged between 56.74 and 70.75 months (Mean=66.24, SD =3.64) who were selected by random sampling from 45 schools representing the lower, middle and upper socioeconomic levels in Ankara. Assessments were made in the fall (K1) and spring (K2) of kindergarten and at the end of fall semester of first grade (F1). Structural equation modeling was used to determine whether phonological processing skills predicted reading achievement. Results showed that the phonological awareness, rapid naming, and phonological memory performances of children increased over time and their contribution to reading differentiated by time. In addition, it was found that the phonological awareness in K1 predicted the reading achievement in F1 through rapid naming and phonological memory, while the rapid naming and phonological memory in K2 predicted the reading achievement in F1 through phonological awareness. Results revealed important developmental findings regarding the early predictors of reading in Turkish-speaking children.

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