The Effect of Poetry Focused Supportive Educational Program to Preschool Children's Phonological Awareness

Abstract

The study aims to examine the effect of the Poetry Focused Supportive Educational Program (PFSEP), which was prepared for preschool children, on children's phonological awareness skills. In order to support the phonological awareness of preschool children, poetry focused educational program was developed using phoneme awareness, rhythmic utterance and sound games. PFSEP's activity plans cover the phases of word awareness, syllable awareness, rhyme awareness and phoneme awareness, including phonological awareness skills. In addition, while organizing the activities of the PFSEP, care was taken to ensure that it is suitable for practice in the form of play-based activities and small groups in which children can participate more actively. In the research, the pretest-posttest control group was studied in a quasi-experimental design. The research study group was determined by using the easily accessible sampling method among the preschool within the primary schools affiliated to the Ministry of National Education in the city center of Denizli in the spring term of the 2017-2018 academic year. A total of 32 children, 16 in the experimental group and 16 in the control group, participated in the study. "General Information Form" and "Yangın Erdoğan Erdoğan Phonological Awareness Scale" (YEEPAS) were used as data collection tools. After the pretest was applied to the experimental and control groups, the PFSEP was implemented in the experimental group for eight weeks. After applying the PFSEP, the posttest was administered to the children in the experimental and control groups. As a result of the research, there was a significant difference in favor of the experimental group in the total phonological awareness score and all sub-dimension scores of the scale. The retention test applied to the experimental group four weeks after the post-test supports the significant difference. This result shows that the PFSEP is effective in improving phonological awareness skills.

The Effect of Digital Game-Based and Different Education Programs on Phonological Awareness Skills of 60-72 Months-Old Children

“…In their study, Çetin (2019) found that the early literacy program they implemented had a lasting effect on phonological awareness skills. Similarly, Dinler and Cevher Kalburan (2021) concluded that the poetry-supported education program had a lasting effect on word, rhyme, initial/final sound, and syllable awareness skills. Van der Kooy-Hofland et al (2012) determined that a computer game focused on names and sounds had a lasting effect on children's phonological awareness skills.…”

Sesbilgisel Farkındalık Mesleki Gelişim Programı’nın Okul Öncesi Öğretmenleri ve Çocukları Üzerindeki Etkisi

“…Yapılan araştırmalar sesbilgisel farkındalığın ilkokuldaki okuma hızı ve okuma akıcılığını (Catts, Gillispie, Leonard, Kail ve Miller, 2002;Ehri, Nunes, Stahl ve Willows, 2001;Oudeans, 2003;Rakhlin, Cardoso-Martins ve Grigorenko, 2014) ve okuduğunu anlama becerilerini (Güldenoğlu, Kargın ve Ergül, 2016;Kjeldsen, Kärnä, Niemi, Olofsson ve Witting, 2014) yordadığını göstermektedir. Her ne kadar göç geçmişi, çocuğun yaşı, çocuğun zekası, dil güçlükleri, televizyon izleme (Frohlich, Petermann ve Metz, 2013), ev okuryazarlık ortamı (Foy ve Mann, 2003) ve kelime bilgisi (Frijters, Barron ve Brunello, 2000;Ouellette ve Haley, 2013) sesbilgisel farkındalık üzerinde önemli bir etkiye sahip olsa da, erken yıllarda sesbilgisel farkındalık becerilerinin çocuklara kazandırılabileceği araştırmalar tarafından ortaya koyulmaktadır (Akdal ve Kargın, 2019;Bayraktar ve Temel, 2014;Dinler ve Kalburan, 2021;Göle ve Temel, 2023;Kartal, Babür ve Erçetin, 2016;Lefebvre, Trudeau ve Sutton, 2011;Lovett, Lacerenza ve Borden, 2000;Lundberg, Larsman ve Strid, 2012;Parpucu ve Dinç, 2017;Suortti ve Lipponen, 2014;Tyler, Osterhouse, Wickham, Mcnutt ve Shao, 2014;Ukrainetz, Nuspl, Wilkerson ve Beddes, 2011).…”