A Test Development Study for “the Determination of PhonologicalAwareness Levels” of Preschool Teacher

AKDAL, Deniz

A Test Development Study for “the Determination of PhonologicalAwareness Levels” of Preschool Teacher

Deniz Akdal (ırşehir Ahi Evran Üniversitesi,Türkiye)

Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi

2 1

Yıl: 2021 Cilt: 22 Sayı: 2 Sayfa Aralığı: 704 - 749 Metin Dili: İngilizce İndeks Tarihi: 01-12-2021

A Test Development Study for “the Determination of PhonologicalAwareness Levels” of Preschool Teacher

Öz:

This study includes the test development study for determining the phonologicalawareness, knowledge, and skill levels of preschool teachers. The determination of theknowledge levels of preschool teachers, who play a role in the acquisition ofphonological awareness skills, which affect the reading success of children at laterstages, by children, on this matter increases the efficiency of the phonologicalawareness education that will be provided to children. Within this purpose, 31 itemsthat had been prepared for the testing tool after a literature review were applied to 185preschool teachers. Questions were prepared regarding the definition and importanceof phonological awareness, the overall and development of phonological awarenessskills, supporting phonological awareness and its implementation, evaluation ofphonological awareness skills, syllable awareness skill, word awareness skill, andphonemic awareness skill. As a result of the application, the scale items were reducedto 20 items and finalized according to the item difficulty index, item discriminationindex, item standard deviations, item-total correlations, and alpha reliabilitycoefficients.

Anahtar Kelime:

Okul Öncesi Öğretmenlerinin “Sesbilgisel Farkındalık Düzeylerini Belirleme Testi” Geliştirme Çalışması

Öz:

Bu çalışma okul öncesi öğretmenlerin sesbilgisel farkındalık bilgi ve beceri düzeylerinibelirlemeye yönelik test geliştirme çalışmasını içermektedir. Akademik yaşamları boyuncaçocukların okuma başarılarını etkileyen sesbilgisel farkındalık becerilerinin çocuklarakazandırılmasında görev yapan okul öncesi öğretmenlerin bu konu hakkındakidüzeylerinin belirlenmesi çocuklara verilecek olan sesbilgisel farkındalık eğitimininverimliliğini arttırmaktadır. Bu amaç kapsamında alan yazın taraması yapıldıktan sonratest taslağı için hazırlanan 31 madde 185 okul öncesi öğretmenine uygulanmıştır. Sesbilgiselfarkındalığın tanımına ve önemine, sesbilgisel farkındalık becerilerinin gelişimlerine,sesbilgisel farkındalık becerilerinin desteklenmesine ve uygulama sürecine, sesbilgiselfarkındalık becerilerinin değerlendirilmesine, uyak farkındalığı becerisine, hece farkındalığıbecerisine, kelime farkındalığı becerisine ve sesbirimsel farkındalık becerisine yönelikmaddeler hazırlanmıştır. Uygulama sonucunda madde güçlük indeksi, madde ayırt edicilikindeksi, madde standart sapmaları, madde toplam korelasyonları ve alfa güvenlikkatsayılarına göre test maddesi 20 maddeye düşmüş ve son halini almıştır.

Anahtar Kelime:

Belge Türü: Makale Makale Türü: Araştırma Makalesi Erişim Türü: Erişime Açık

Adams, J. E. (2017). The Effectiveness of the HearBuilder Software Program on the Acquisition of Phonological Awareness Skills for African-American Children in Prekindergarten: Implications for Educational Leaders. Unpublished Doctoral dissertation, University of Clark Atlanta. USA.
Adams, A. M., & Gathercole, S. E. (1995). Phonological working memory and speech production in preschool children. Journal of Speech, Language, and Hearing Research, 38(2), 403-414. doi: https://doi.org/10.1080/ 713755610.
Armbruster, B. B., Lehr, F., & Osborn, J. (2003). Put reading first: The research building blocks for teaching children to read: Kindergarten through grade 3 (2nd Ed.). Jessup: ED Pubs.
Akdal, D., & Kargın, T (2019). Sesbilgisel Farkındalık Becerilerini Desteklemeye Yönelik SESFAR Müdahale Programının Etkililiğinin İncelenmesi. Kastamonu Eğitim Dergisi, 27(6), 2609-2620. https://doi: 10.24106/kefdergi.3459.
Al Otaiba, S., & Fuchs, D. (2002). Characteristics of children who are unresponsive to early literacy intervention: A review of the literature. Remedial and Special Education, 23(5), 300-316. https://doi: 10.1177/07419325020230050501.
Apel, K., & Lawrence, J. (2011). Contributions of morphological awareness skills to word-level reading and spelling in first-grade children with and without speech sound disorder. Journal of Speech, Language, and Hearing Research. 54(5), 1312-1327. doi: https://doi.org/10.1044/1092- 4388(2011/10-0115).
Baker, E., & McLeod, S. (2011). Evidence-based practice for children with speech sound disorders: Part 1 narrative review. Language, Speech, and Hearing Services in Schools. 42(2), 102-139. https://doi.org/10.1044/0161-1461(2010/09-0075)
Barrnett, S. M. (2015). Early reading ınstruction: teachers' phonological awareness practice, knowledge, and ability. Unpublished Doctoral dissertation. Rivier University. USA.
Bradley, L., & Bryant, P. E. (1983). Categorizing sounds and learning to read—a causal connection. Nature, 301(5899), 419-421.
Brady, S., & Moats, L. (1997). Informed Instruction for Reading Success: Foundations for Teacher Preparation. A Position Paper of the International Dyslexia Association. English Teachers’ Journal, 52, 48-52.
Bransford, D. H., & Darling-Hammond, L. (2005). LePage (2005). Introduction. Preparing teachers for a changing world: What teachers should learn and be able to do. Jossey-Bass. (5nd Ed.). San Francisco: Jossey-Bass.
Bryant, P. (1998). Sensitivity to onset and rhyme does predict young children's reading: A comment on Muter, Hulme, Snowling, and Taylor (1997). Journal of Experimental Child Psychology, 71(1), 29- 37.
Bryant, P. E., MacLean, M., Bradley, L. L., & Crossland, J. (1990). Rhyme and alliteration, phoneme detection, and learning to read. Developmental Psychology, 26(3), 429. Büyüköztürk, Ş., Akgün, Ö. E., Demirel, F., Karadeniz, Ş., & Çakmak, E. K. (2015). Bilimsel araştırma yöntemleri.
Castles, A., & Coltheart, M. (2004). Is there a causal link from phonological awareness to success in learning to read?. Cognition, 91(1), 77-111.
Coşkun, R., R. Altunışık ve E. Yıldırım. (2017). Sosyal bilimlerde araştırma yöntemleri spss uygulamalı. Sakarya: Sakarya Kitabevi.
Crim, C., Hawkins, J., Thornton, J., Rosof, H. B., Copley, J., & Thomas, E. (2008). Early childhood educators' knowledge of early literacy development. Issues in Teacher Education, 17(1), 17-30.
Çalışkan, İ. Ö., & Kaptan, F. (2009). Constructing science process skills test. Çağdaş Eğitim Dergisi, 34(369), 27-34.
Dahmer, M. C. (2010). Phonological awareness in the kindergarten classroom: How do teachers perceive this essential link from oral communication to reading skill development. Unpublished Doctoral dissertation. Liberty University. USA.
Daisey, P. (2012). The promise of secondary content area literacy field experiences. Literacy Research and Instruction, 51(3), 214-232.
Daniels, D. (2015). A reconstruction of proto-sogeram: Phonology, lexicon, and morphosyntax. Unpublished Doctoral dissertation, UC Santa Barbara. USA.
De Groot, B. J., Van den Bos, K. P., Van der Meulen, B. F., & Minnaert, A. E. (2015). Rapid naming and phonemic awareness in children with reading disabilities and/or specific language impairment: Differentiating processes? Journal of Speech, Language, and Hearing Research, 58(5), 1538-1548.
Demirdağ, B., Altun, E., Feyzioğlu, B., & Akyıldız, M. (2012). Ortaöğretim Öğrencilerine Yönelik Bilimsel Süreç Becerileri Testi Geliştirilmesi: Geçerlik ve Güvenirlik Çalışması. Kuram ve Uygulamada Eğitim Bilimleri. 12 (3). 1887-1906.
Taşdemir (2003). Eğitimde Planlama ve Değerlendirme. Kırşehir. Ehri, L. C., Nunes, S. R., Stahl, S. A., & Willows, D. M. (2001). Systematic phonics instruction helps students learn to read: Evidence from the national reading panel’s meta-analysis. Review of educational research, 71(3), 393-447.
Emad, A. M., & Yasser, A. A. (2010). Knowledge, skills, and practices, concerning phonological awareness among early childhood education teachers. Journal of Research in Childhood Education, 24(2), 172-185.
Ferraz, I., Pocinho, M., Pereira, A., & Pimenta, A. (2015). Phonological awareness program: A longitudinal study from preschool to 4th Grade. In SHS Web of Conferences (Vol. 16, p. 01002). EDP Sciences.
Fielding‐Barnsley, R., & Purdie, N. (2005). Teachers' attitude to and knowledge of metalinguistics in the process of learning to read. Asia-Pacific Journal of Teacher Education, 33(1), 65-76.
Foorman, B. R., & Moats, L. C. (2004). Conditions for sustaining research-based practices in early reading instruction. Remedial and Special Education, 25 (1), 51 - 60.
Fox, A. M. (2015). Phonological awareness and executive function in children with speech sound ımpairment. Unpublished Doctoral dissertation, Arizona State University. USA.
Guimãraes, A. S., & Youngman, M. (1995). Portuguese preschool teachers' beliefs about early literacy development. Journal of Research in Reading, 18(1), 39-52.
Güldenoğlu, B., Kargın, T., & Ergül, C. (2016). Sesbilgisel farkındalık becerilerinin okuma ve okuduğunu anlama üzerindeki etkisi: Boylamsal bir çalışma. Elementary Education Online, 15(1), 251-272. http://dx.doi.org/10.17051/io.2016.25973.
Hilbert, D. D., & Eis, S. D. (2014). Early intervention for emergent literacy development in a collaborative community pre-kindergarten. Early Childhood Education Journal, 42(2), 105-113.
Hogan, T. P., Catts, H. W., & Little, T. D. (2005). The relationship between phonological awareness and reading. Language, speech, and hearing services in schools. 36(4), 285-293. https://doi.org/10.1044/0161-1461(2005/029).
Kargın, T., Ergül, C., Büyüköztürk, Ş., & Güldenoğlu, B. (2015). Anasınıfı çocuklarına yönelik erken okuryazarlık testi (erot) geliştirme çalışması. Özel Eğitim Dergisi, 16(3).
Karslı, F., & Alipapa, A. Y. A. S. (2013). A study on the development of a test about measurement of science and technology teachers' science process skills. Journal of Turkish Science Education, 10(2).
Kjeldsen, A. C., Kärnä, A., Niemi, P., Olofsson, Å., & Witting, K. (2014). Gains from training in phonological awareness in kindergarten predict reading comprehension in grade 9. Scientific Studies of Reading, 18(6), 452-467.
Liu-Shea, M. (2011). Phonological acquisition in simultaneous bilingual Mandarin-English preschoolers. Unpublished Doctoral dissertation. New York University. USA.
Lomax, R., & McGee, L. (1987). Young children's concepts about print and reading: Toward a model of word reading acquisition. Reading Research Quarterly, 22, 237-256.
Lonigan, C. J., Purpura, D. J., Wilson, S. B., Walker, P. M., & Clancy-Menchetti, J. (2013). Evaluating the components of an emergent literacy intervention for preschool children at risk for reading difficulties. Journal of Experimental Child Psychology, 114(1), 111-130.
Lonigan, C. J., Burgess, S. R., & Anthony, J. L. (2000). Development of emergent literacy and early reading skills in preschool children: Evidence from a latent-variable longitudinal study. Developmental Psychology, 36(5), 596.
Lundberg, I., Olofsson, Å., & Wall, S. (1980). Reading and spelling skills in the first school years predicted from phonemic awareness skills in kindergarten. Scandinavian Journal of Psychology, 21(1), 159-173.
Majsterek, D. J., Shorr, D. N., & Erion, V. L. (2000). Promoting early literacy through rhyme detection activities during Head Start circle-time. Child Study Journal, 30(3), 143-143.
Marvelli, A. L. (2010). Highlights in the History of Oral Teacher Preparation in America. Volta Review, 110(2), 89-115.
Mather, N., Bos, C., & Babur, N. (2001). Perceptions and knowledge of preservice and inservice teachers about early literacy instruction. Journal of Learning Disabilities, 34 (5), 472 - 482.
Moats, L. C. (1994). The missing foundation in teacher education: Knowledge of the structure of spoken and written language. Annals of Dyslexia, 44(1), 81-102.
Murnane, R., Sawhill, I., & Snow, C. (2012). Literacy challenges for the twenty-first century: Introducing the issue. The Future of Children, 22(2), 3-15.
Muter, V., Hulme, C., Snowling, M. J., & Stevenson, J. (2004). Phonemes, rimes, vocabulary, and grammatical skills as foundations of early reading development: evidence from a longitudinal study. Developmental Psychology, 40(5), 665.
Nielsen, D. C., & Luetke-Stahlman, B. (2002). Phonological awareness: One key to the reading proficiency of deaf children. American Annals Of The Deaf, 147(3), 11-19.
O’Leary, P. M., Cockburn, M. K., Powell, D. R., & Diamond, K. E. (2010). Head Start teachers’ views of phonological awareness and vocabulary knowledge instruction. Early Childhood Education Journal, 38(3), 187-195.
Oliveira, C., Lousada, M., & Jesus, L. M. (2015). The clinical practice of speech and language therapists with children with phonologically based speech sound disorders. Child Language Teaching and Therapy, 31(2), 173-194.
Phillips, B. M., Clancy-Menchetti, J., & Lonigan, C. J. (2008). Successful phonological awareness instruction with preschool children: Lessons from the classroom. Topics in Early Childhood Special Education, 28(1), 3-17.
Rakhlin, N., Cardoso-Martins, C., & Grigorenko, E. L. (2014). Phonemic awareness is a more important predictor of orthographic processing than rapid serial naming: Evidence from Russian. Scientific Studies of Reading, 18(6), 395-414
Robinson, S. (2010). The effects of embedded phonological awareness training on the reading and spelling skills of kindergarten students. Unpublished Doctoral dissertation. University of North Dakota. USA.
Ron Nelson, J., Benner, G. J., & Gonzalez, J. (2003). Learner characteristics that influence the treatment effectiveness of early literacy interventions: A meta‐analytic review. Learning Disabilities Research & Practice, 18(4), 255-267.
Rosof, H. B. (2006). The effects of an early childhood professional development program on preschool teachers' knowledge, skills, and confidence of phonological awareness and the impact on student achievement on phonological awareness. Unpublished Doctoral dissertation University of Houston. USA.
Sáez, L., Folsom, J. S., Al Otaiba, S., & Schatschneider, C. (2012). Relations among student attention behaviors, teacher practices, and beginning word reading skill. Journal of Learning Disabilities, 45(5), 418-432.
Schatschneider, C., Fletcher, J. M., Francis, D. J., Carlson, C. D., & Foorman, B. R. (2004). Kindergarten prediction of reading skills: A longitudinal comparative analysis. Journal of Educational Psychology, 96(2), 265.
Schatschneider, C., Carlson, C. D., Francis, D. J., Foorman, B. R., & Fletcher, J. M. (2002). Relationship of rapid automatized naming and phonological awareness in early reading development: Implications for the double-deficit hypothesis. Journal of Learning Disabilities, 35(3), 245-256.
Schmitz, S. L., & Loy, S. (2014). Road to the code: examining the necessity and sufficiency of program components. Reading Improvement, 51(4), 341-359.
Shady, S. A., Luther, V. L., & Richman, L. J. (2013). Teaching the teachers: A study of perceived professional development needs of educators to enhance positive attitudes toward inclusive practices. Education Research and Perspectives, 40, 169.
Share, D. L. (1995). Phonological recoding and self-teaching: Sine qua non of reading acquisition. Cognition, 55(2), 151-218.
Shankweiler, D., & Fowler, A. E. (2004). Questions people ask about the role of phonological processes in learning to read. Reading and Writing, 17(5), 483-515.
Shaywitz, S. E., & Shaywitz, B. A. (2005). Dyslexia (specific reading disability). Biological Psychiatry, 57(11), 1301-1309.
Snow, C. E., Burns, S. M., & Griffin, P. (1998). Predictors of success and failure in reading. Preventing Reading Difficulties İn Young Children, 100-134.
Stanovich, K. E. (2000). Progress in understanding reading: Scientific foundations and new frontiers. Guilford Press.
Tekin, H. (1996). Eğitimde Ölçme ve Değerlendirme, Yargı Yayınları, 9. Baskı, Ankara, 312s.
Temiz, B. K., Taşar, M. F., & Tan, M. (2006). Development and validation of a multiple format test of science process skills. International Education Journal, 7(7), 1007-1027.
Tibi, S. (2005). teachers' knowledge and skills in phonological awareness in united arab emirates. International Journal of Special Education, 20(1), 60-66.
Torgesen, J. K., Wagner, R. K., Rashotte, C. A., Rose, E., Lindamood, P., Conway, T., & Garvan, C. (1999). Preventing reading failure in young children with phonological processing disabilities: Group and individual responses to instruction. Journal of Educational Psychology, 91(4), 579.
Troia, G. A. (2004). Phonological processing and its influence on literacy learning. Handbook of language and literacy: Development and Disorders, 271-301.
Turcotte, C. (2010). The development of exemplary teaching practices in reading instruction among five francophone teachers. Language and Literacy, 12(1), 128-146. Retrieved from https://ejournals.library.ualberta.ca/index.php/ langandlit/article/view/9330, https://doi: 10.20360/G23W24
Vellutino, F. R., Fletcher, J. M., Snowling, M. J., & Scanlon, D. M. (2004). Specific reading disability (dyslexia): What have we learned in the past four decades?. Journal of Child Psychology and Psychiatry, 45(1), 2-40.
Wagner, R. K., Torgesen, J. K., Rashotte, C. A., Hecht, S. A., Barker, T. A., Burgess, S. R., & Garon, T. (1997). Changing relations between phonological processing abilities and word-level reading as children develop from beginning to skilled readers: a 5-year longitudinal study. Developmental Psychology, 33(3), 468. Wagner, R. K., Torgesen, J. K., & Rashotte, C. A. (1994). Development of reading-related phonological processing abilities: New evidence of bidirectional causality from a latent variable longitudinal study. Developmental Psychology, 30(1), 73.
Walker, L. A. (2003). Teachers' understandings of phonological awareness. Unpublished Doctoral dissertation, Tennessee University, USA.
Withrow, K. (2014). Preschool teachers’ understanding of phonological awareness. Unpublished Doctoral dissertation, California State University, USA.
Yopp, H. K., & Yopp, R. H. (2000). Supporting phonemic awareness development in the classroom. The Reading Teacher, 54(2), 130-143.

APA	AKDAL D (2021). A Test Development Study for “the Determination of PhonologicalAwareness Levels” of Preschool Teacher. , 704 - 749.
Chicago	AKDAL Deniz A Test Development Study for “the Determination of PhonologicalAwareness Levels” of Preschool Teacher. (2021): 704 - 749.
MLA	AKDAL Deniz A Test Development Study for “the Determination of PhonologicalAwareness Levels” of Preschool Teacher. , 2021, ss.704 - 749.
AMA	AKDAL D A Test Development Study for “the Determination of PhonologicalAwareness Levels” of Preschool Teacher. . 2021; 704 - 749.
Vancouver	AKDAL D A Test Development Study for “the Determination of PhonologicalAwareness Levels” of Preschool Teacher. . 2021; 704 - 749.
IEEE	AKDAL D "A Test Development Study for “the Determination of PhonologicalAwareness Levels” of Preschool Teacher." , ss.704 - 749, 2021.
ISNAD	AKDAL, Deniz. "A Test Development Study for “the Determination of PhonologicalAwareness Levels” of Preschool Teacher". (2021), 704-749.

APA	AKDAL D (2021). A Test Development Study for “the Determination of PhonologicalAwareness Levels” of Preschool Teacher. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 22(2), 704 - 749.
Chicago	AKDAL Deniz A Test Development Study for “the Determination of PhonologicalAwareness Levels” of Preschool Teacher. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi 22, no.2 (2021): 704 - 749.
MLA	AKDAL Deniz A Test Development Study for “the Determination of PhonologicalAwareness Levels” of Preschool Teacher. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, vol.22, no.2, 2021, ss.704 - 749.
AMA	AKDAL D A Test Development Study for “the Determination of PhonologicalAwareness Levels” of Preschool Teacher. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi. 2021; 22(2): 704 - 749.
Vancouver	AKDAL D A Test Development Study for “the Determination of PhonologicalAwareness Levels” of Preschool Teacher. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi. 2021; 22(2): 704 - 749.
IEEE	AKDAL D "A Test Development Study for “the Determination of PhonologicalAwareness Levels” of Preschool Teacher." Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 22, ss.704 - 749, 2021.
ISNAD	AKDAL, Deniz. "A Test Development Study for “the Determination of PhonologicalAwareness Levels” of Preschool Teacher". Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi 22/2 (2021), 704-749.