Training for Phonological Awareness in an Orthographically Transparent Language in Two Different Modalities

Kartal, Günizi; Babür, Nalan; Erçetin, Gülcan

doi:10.1080/10573569.2015.1065213

Cited by 13 publications

(10 citation statements)

References 56 publications

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“…Both categories comprise subcategories grouping classic or emergent technologies. Thus, the category Phonological Awareness supported by CAL offers specific cases related to 'Educational Games' [17,[37][38][39], 'Augmented Reality' [28] and 'Internet Usage' [28,40]. While Phonological Awareness supported by CAI relies on 'Educational Games' [18,23,36,[41][42][43] and 'Internet Usage' [44,45].…”

Section: A New Perspective Of Cal and Caimentioning

confidence: 99%

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A Qualitative Systematic Literature Review on Phonological Awareness in Preschoolers Supported by Information and Communication Technologies

Otoya

Rivas

Echeverry³

2022

Education Sciences

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This review is a systematic literature review (SLR) with the aim of advancing the state of the art in Phonological Awareness in preschoolers (4–6 years) by means of Information and Communication Technologies (ICT). The SLR provides an important guide to newcomers to this domain and researchers who seek a structured body of knowledge in the subject for gaining new, important insights. Searches were carried out in the indexed database Scopus© between June and July 2020. Among the inclusion and exclusion criteria were studies reported in English, Spanish and Portuguese, updated electronic documents from the last ten years and studies cited by others at least once, except for those with publication acknowledgement after 2017. To complete the task, a triangulation assessment was made among three researchers using the same tool developed in Microsoft Excel©, in which the search terms, the search strings, inclusion and exclusion criteria and the study collection process were systematized along with a word cloud of keywords to improve the systematic feature of the SLR. Fifty-nine (59) scientific articles were selected and from those, 24 articles met the experts’ criteria. The method included: (1) search and selection of terms; (2) inclusion and exclusion criteria; (3) the searching process; and (4) reporting study collection. The SLR synthesis reported in this paper is a novel contribution built on two conceptual categories: Computer assisted learning systems (CAL) and Computer assisted instruction systems (CAI) which frame works on Phonological Awareness processes with Preschoolers and provide an appraisal of the results to advance knowledge of systematic reviews of preschoolers’ phonological awareness strictly supported by ICT.

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Section: A New Perspective Of Cal and Caimentioning

confidence: 99%

“…A synthesis of works [15,16,26,27,[33][34][35] explains in general situations how the cognitive perspective is. A synthesis of works [17,28,[37][38][39][40] offers specific cases related to this perspective.…”

Section: Category 1 Phonological Awareness Supported By Computer Assi...mentioning

confidence: 99%

A Qualitative Systematic Literature Review on Phonological Awareness in Preschoolers Supported by Information and Communication Technologies

Otoya

Rivas

Echeverry³

2022

Education Sciences

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“…Arndt ve Foorman'ın (2010) sınıflandırma yönteminin Türkçeyle çelişiyormuş gibi görünen bir yönü, ortografik imge hataları kategorisidir çünkü Türkçe, şeffaf bir ortografiye sahip bir dil olarak kabul edilir (Kartal, Babür ve Erçetin, 2016;Öney ve Durgunoglu, 1997;Raman, 2006;Güldenoglu, 2017;Ziegler ve Goswami, 2006). Ortografik imge hatası kavramı, şeffaf bir ortografiye sahip olan diller için tezat oluşturan bir noktadır.…”

Section: çOcuklarda Yazma Becerisinin Gelişimiunclassified

“…Bu çalışma kapsamında Türkçe, ortografik olarak "şeffaf" (Kartal, Babür ve Erçetin, 2016) olan, diğer bir deyişle, "yazıldığı gibi okunan" (Kansızoğlu, 2012) bir dil olarak kabul edilmesi nedeniyle özellikle seçilmiştir. Öte yandan, İngilizce, ortografik şeffaflık bakımından oldukça tutarsız bir dildir (Caravolas, 2004), ve böylesi bir tutarsızlık, okuryazarlık becerilerinin gelişmesi bakımından önemlidir (Seymour, Aro ve Erskine, 2003;Caravolas, 2004).…”

Section: Introductionunclassified

“…The current study aims to contribute to the growing literature on literacy in non-English languages by investigating types of spelling mistakes made by monolingual primary school Turkish children. Turkish provides an interesting contrast to English since Turkish has a highly consistent relationship between its letters and sounds, which has led to its orthography had been described as transparent (Kartal, Babür, and Erçetin, 2016;Öney and Durgunoglu, 1997;Raman, 2006;Guldenoglu, 2017;Ziegler and Goswami, 2006), while English has an inconsistent relationship between its letters and sounds (Caravolas, 2004). However, there are several exceptions to the "transparent" nature of Turkish orthography.…”

Section: Extended Abstract Introductionmentioning

confidence: 99%

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İlkokul Dördüncü Sınıf Öğrencilerinin Türkçe Yazım Hatalarının Sınıflandırılması

Terziyan

Demirel

2020

Ana Dili Eğitimi Dergisi

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Bu çalışmada ilkokul dördüncü sınıf öğrencisi olan ilkokul çocuklarının yaptığı yazım hataları incelenmiştir. Araştırmanın çalışma grubunu düşük ve orta gelirli ailelerden gelen toplam 148 ilkokul öğrencisi oluşturmuştur. Çocukların yazım hataları sesbilimsel hatalar, biçimbilimsel hatalar, ortografik hatalar, ortografik imge hataları, yer değiştirme hataları ve diğer hatalar olarak sınıflandırılmıştır. Elde edilen araştırma sonuçları çocukların yaptığı hataların çeşitlilik gösterdiği ve çocuklar tarafından yapılan yazım hatalarının, ortografik imge hataları, biçimbilimsel hatalar ve diğer hatalar gruplarında yer aldığı ortaya çıkmıştır. Bu durum ise öğrencilerin yazılı Türkçe ile konuşma dili arasındaki ayrıma dair farkındalıklarının düşük olmasıyla açıklanmıştır. Elde edilen araştırma sonuçları ilgili bilimsel literatür bağlamında tartışılmış ve gerekli önerilerde bulunulmuştur.

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Computer-supported early literacy intervention effects in preschool and kindergarten: A meta-analysis

Voeten

Setten

Segers

2020

Educational Research Review

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Training for Phonological Awareness in an Orthographically Transparent Language in Two Different Modalities

Cited by 13 publications

References 56 publications

A Qualitative Systematic Literature Review on Phonological Awareness in Preschoolers Supported by Information and Communication Technologies

A Qualitative Systematic Literature Review on Phonological Awareness in Preschoolers Supported by Information and Communication Technologies

İlkokul Dördüncü Sınıf Öğrencilerinin Türkçe Yazım Hatalarının Sınıflandırılması

Computer-supported early literacy intervention effects in preschool and kindergarten: A meta-analysis

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