Araştırma Makalesi
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Yıl 2018, Cilt: 2 Sayı: 1, 47 - 70, 29.06.2018

Öz

Kaynakça

  • Adams, M. J. (1990). Learning to Read: Thinking and Learning about Print. Cambridge, MA: MIT Press.
  • Adam, M.J, Osborn, J. (2006) Phonics and Phonemic Awareness. In: K.A.D. Stahl & M. McKenna (Eds) Reading Research At Work (pp:85-91). London: The Guilford Press.
  • Akyol, H., Temur, T. (2008) Comparing reading skills of first grade students who learn reading-writing with sound-based clause method and clause method. Mustafa Kemal University Journal of Social Sciences Institute, 9 (5), 79-95.
  • Bassey, M. (1999). Case study in educational settings. Philadelphia: Open University Press.
  • Bilir, A. (2005) Characteristics of students in the first grade of primary school and initial teaching of reading and writing. Ankara University Journal of Faculty of Educational Sciences, 38 (1), 87-100.
  • Brown, G.D.A, & Deavers, R. (1999). Units of analysis in nonword reading: Evidence from children and adults. Journal of Experimental Child Psychology, 73 (3), 208-242.
  • Bus, A. G., & Van IJzendoorn, M. H. (1999). Phonological awareness and early reading: A meta-analysis of experimental training studies. Journal of Educational Psychology, 91, 403-414.
  • Cain, K., Oakhill, J., & Bryant, P. (2000). Phonological skills and comprehension failure: A test of the phonological processing deficit hypothesis. Reading and Writing, 13(1-2), 31-56.
  • Caravolas, M., Hulme, C., & Snowling, M. J. (2001). The foundations of spelling ability: Evidence from a 3-year longitudinal study. Journal of Memory and Language, 45 (4), 751–774.
  • Cardoso-Martins, C. (1995). Sensitivity to rhymes, syllables and phonemes in literacy acquisition in Portuguese. Reading Research Quarterly, 30, 808–828.
  • Creswell, J.W. (2007). Qualitative inquiry and research design: Choosing among five approaches. London: Sage Publications
  • Crowley, K. (2014) Child development: A practical introduction. London: Sage Publications.
  • De Jong, P. F., & van der Leij, A. (2002). Effects of phonological abilities and linguistic comprehension on the development of reading. Scientific Studies of Reading, 6(1), 51-77.
  • Demont, E., & Gombert, J. E. (1996). Phonological awareness as a predictor of recoding skills and syntactic awareness as a predictor of comprehension skills. British Journal of Educational Psychology, 66(3), 315-332.
  • Ehri, L. C., & Wilce, L. S. (1987). Cipher versus cue reading: An experiment in decoding acquisition. Journal of Educational Psychology, 79(1), 3-13.
  • Ehri, L.C. (1991). Development of the ability to read words. In R. Barr, M. Kamil, P. Mosenthal, and P. Pearson (Eds.), Handbook of reading research Volume II (pp. 383-417). New York: Longman.
  • Ehri, L.C. (1995). Phases of development in learning to read words by sight. Journal of Research in Reading, 18 (2), 116–125.
  • Ehri, L.C. (2003). Phases of acquisition in learning to read words and implications for teaching. In R. Stainthorp & P. Tomlinson, Learning teaching reading British journal of educational monograph series II (pp. 7 – 28). Leicester: British Psychological Society.
  • Ehri, L.C. (2005). Learning to read words. Scientific Studies of Reading, 9 (2), 167-188.
  • Ehri, L.C. (2006). More About Phonics. In: K.A.D. Stahl & M. McKenna (Eds) Reading Research At Work. London: The Guilford Press.
  • Goodman, K. (2005). What is Whole in Whole Language? A Parent Teacher Guide to Children’s Learning. Brighton: Heinemann Publishing.
  • Habermas, J. (1972). Knowledge and human interests. MA: Beacon Press.
  • Hatcher, P. J., Hulme, C., & Ellis, A. W. (1994). Ameliorating early reading failure by integrating the teaching of reading and phonological skills: The phonological linkage hypothesis. Child Development, 65 (1), 41–57.
  • Hogan, T. P., Catts, H. W., & Little, T. D. (2005). The relationship between phonological awareness and reading: Implications for the assessment of phonological awareness. Language, Speech, and Hearing Services in Schools, 36(4), 285-293.
  • Hulme, C., Hatcher, P. J., Nation, K., Brown, A., Adams, J., & Stuart, G. (2002). Phoneme awareness is a better predictor of early reading skill than onset-rime awareness. Journal of Experimental Child Psychology, 82(1), 2-28.
  • Johnson, N.F. (1975). On the functions of letters in word identification: Some data and preliminary model. Journal of Verbal Learning and Verbal Behaviour, 14 (1), 17-29.
  • Juel, C. (1983). The development and use of mediated word identification. Reading Research Quarterly, 18 (3), 83-96.McKenna, M.C., & Picard, M.C. (2006). Revisiting the role of miscue analysis in effective teaching. The Reading Teacher, 60 (4), 378–380.
  • Metsala, J. L., & Walley, A. C. (1998). Spoken vocabulary growth and the segmental restructuring of lexical representations: Precursors to phonemic awareness and early reading ability. In J. L. Metsala & L. C. Ehri (Eds.), Word recognition in beginning literacy (pp. 89-120). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Murray, B.A. (2006). Hunting the elusive phoneme. In: K.A.D. Stahl & M. McKenna (Eds) Reading Research At Work (pp: 114-125). London: The Guilford Press.
  • Muter, V., Hulme, C., Snowling, M., & Taylor, S. (1998). Segmentation, not rhyming, predicts early progress in learning to read. Journal of Experimental Child Psychology, 71(1), 3-27.
  • 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), 665-681.
  • Navon, D. (1977). Forest before trees: the precedence of global features in visual perception. Cognitive Psychology, 9 (3), 353-383.
  • Palmer, S. E. (1975). Visual perception and world knowledge: Notes on a model of sensory-cognitive interaction. Explorations in Cognition, 279-307.
  • Palmer, S. (1975). The Effects of contextual scenes on the identification of the objects. Memory & Cognition, 3 (5), 519-526
  • Piaget, J. (2005). The language and thought of the child. London: Routledge.
  • Rock, I., Palmer, S. (1990). Legacy of the Gestalt psychology. Scientific American, 263, 84-90.
  • Schneider, W., Naslund, J.C. (1992). Cognitive Prerequisites of Reading and Spelling: A Longitudinal Approach. In: A. Demetriou, M. Shayer & A. Efklides (Eds), Neo-Piagetian Theories of Cognitive Development: Applications and Implications for Education (pp:. London: Routledge.
  • Seidenberg, M. S., & McClelland, J. L. (1989). A distributed, developmental model of word recognition and naming. Psychological Review, 96(4), 523-568.
  • Snowling, M.J., Gobel, S. (2011) Reading Development and Dyslexia. In U. Goswami (Eds) The wiley-blackwell handbook of child cognitive development (pp:524-548). Sussex: Wiley-Blackwell.
  • Stahl, S.A., Miller, P.D (1989). Whole language and language experience approaches for beginning reading: A quantitative research synthesis. Review of Educational Research, 59 (1), 87-116.
  • Stahl, S. A., Osborn, J., & Lehr, F. (1990). Beginning to read: Thinking and learning about print: A summary. Center for the Study of Reading, the Reading Research and Education Center, University of Illinois at Urbana-Champaign.
  • Stahl, S. A & Kuhn, M.R. (1995). Does whole language or instruction matched to learningstyles help children learn to read?. School Psychology Review. 24(3), 393-404.
  • Stahl, A.S., Murray, B.A. (1998).Defining phonological awareness and its relationship to early reading. Journal of Educational Psychology, 86 (2), 221-234.
  • Stahl, A. S., Hester, A.M.D., Stahl, K.A.D.(1998). Everything you wanted to know about phonics. Reading Research Quarterly, 33 (3), 338-355.
  • Stanovich, K. E., Cunningham, A. E., & Cramer, B. B. (1984). Assessing phonological awareness in kindergarten children: Issues of task comparability. Journal of Experimental Child Psychology, 38(2), 175-190.
  • Stanovich, K. E., & Siegel, L. S. (1994). The phenotypic performance profile of reading-disabled children: A regression based test of the phonological-core variable-difference model. Journal of Educational Psychology, 86, 24–53.
  • Suggate, S. P. (2016). A meta-analysis of the long-term effects of phonemic awareness, phonics, fluency, and reading comprehension interventions. Journal of Learning Disabilities, 49(1), 77-96.
  • Talcott, B., Witton, C., Mclean, F.M., Hansen, P-C, Rees, A., Green, G.G.R., Stein, J.F. (2000). Dynamic sensory sensitivity and children’s word decoding skills. Proceedings of National Academy of the Sciences of United States of America, 97 (6), 2952-2957.
  • Treiman , R. , & Kessler , B. ( 2005 ). Writing systems and spelling development . In M. J. Snowling & C. Hulme (Eds.), The science of reading: A handbook (pp: 120-134). Oxford : Blackwell Publishing.
  • Warren, R.M. (1970) Perceptual restoration of missing speech. Science, 167 (3917), 392-393.
  • 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), 73-87.
  • Whitehurst, G., Lonigan, C. (1998) Child development and emergent literacy. Child Development, 69 (3), 848-872.
  • Wolf, M., & Bowers, P. G. (1999). The double deficit hypothesis for the developmental dyslexias. Journal of Educational Psychology, 91, 415–438.

Understanding interaction between reading performance and message awareness, lexical awareness, and phonological awareness

Yıl 2018, Cilt: 2 Sayı: 1, 47 - 70, 29.06.2018

Öz

This research seeks to understand the interaction between reading performance and awareness of message, lexical, and phonological among seven years old children. The present research was designed in case-study, one of the qualitative research traditions. The research sample consisted of 22 seven-year-old children. The participant children’s performances were observed and written-up notes were kept.  Data were inductively analyzed. As a result of the data analysis, it was discovered that the children had a slight difficulty with recognizing larger structural units (sentences and words) but had considerable difficulty with smaller units (phonemes, syllables, and letters). Qualitative findings of the study were dealt with the Piagetian Theory and the Gestalt Theory. Findings of the research can be interpreted as that lexical and phonological awareness is more influenced by reading performance under Turkish language teaching context.

Kaynakça

  • Adams, M. J. (1990). Learning to Read: Thinking and Learning about Print. Cambridge, MA: MIT Press.
  • Adam, M.J, Osborn, J. (2006) Phonics and Phonemic Awareness. In: K.A.D. Stahl & M. McKenna (Eds) Reading Research At Work (pp:85-91). London: The Guilford Press.
  • Akyol, H., Temur, T. (2008) Comparing reading skills of first grade students who learn reading-writing with sound-based clause method and clause method. Mustafa Kemal University Journal of Social Sciences Institute, 9 (5), 79-95.
  • Bassey, M. (1999). Case study in educational settings. Philadelphia: Open University Press.
  • Bilir, A. (2005) Characteristics of students in the first grade of primary school and initial teaching of reading and writing. Ankara University Journal of Faculty of Educational Sciences, 38 (1), 87-100.
  • Brown, G.D.A, & Deavers, R. (1999). Units of analysis in nonword reading: Evidence from children and adults. Journal of Experimental Child Psychology, 73 (3), 208-242.
  • Bus, A. G., & Van IJzendoorn, M. H. (1999). Phonological awareness and early reading: A meta-analysis of experimental training studies. Journal of Educational Psychology, 91, 403-414.
  • Cain, K., Oakhill, J., & Bryant, P. (2000). Phonological skills and comprehension failure: A test of the phonological processing deficit hypothesis. Reading and Writing, 13(1-2), 31-56.
  • Caravolas, M., Hulme, C., & Snowling, M. J. (2001). The foundations of spelling ability: Evidence from a 3-year longitudinal study. Journal of Memory and Language, 45 (4), 751–774.
  • Cardoso-Martins, C. (1995). Sensitivity to rhymes, syllables and phonemes in literacy acquisition in Portuguese. Reading Research Quarterly, 30, 808–828.
  • Creswell, J.W. (2007). Qualitative inquiry and research design: Choosing among five approaches. London: Sage Publications
  • Crowley, K. (2014) Child development: A practical introduction. London: Sage Publications.
  • De Jong, P. F., & van der Leij, A. (2002). Effects of phonological abilities and linguistic comprehension on the development of reading. Scientific Studies of Reading, 6(1), 51-77.
  • Demont, E., & Gombert, J. E. (1996). Phonological awareness as a predictor of recoding skills and syntactic awareness as a predictor of comprehension skills. British Journal of Educational Psychology, 66(3), 315-332.
  • Ehri, L. C., & Wilce, L. S. (1987). Cipher versus cue reading: An experiment in decoding acquisition. Journal of Educational Psychology, 79(1), 3-13.
  • Ehri, L.C. (1991). Development of the ability to read words. In R. Barr, M. Kamil, P. Mosenthal, and P. Pearson (Eds.), Handbook of reading research Volume II (pp. 383-417). New York: Longman.
  • Ehri, L.C. (1995). Phases of development in learning to read words by sight. Journal of Research in Reading, 18 (2), 116–125.
  • Ehri, L.C. (2003). Phases of acquisition in learning to read words and implications for teaching. In R. Stainthorp & P. Tomlinson, Learning teaching reading British journal of educational monograph series II (pp. 7 – 28). Leicester: British Psychological Society.
  • Ehri, L.C. (2005). Learning to read words. Scientific Studies of Reading, 9 (2), 167-188.
  • Ehri, L.C. (2006). More About Phonics. In: K.A.D. Stahl & M. McKenna (Eds) Reading Research At Work. London: The Guilford Press.
  • Goodman, K. (2005). What is Whole in Whole Language? A Parent Teacher Guide to Children’s Learning. Brighton: Heinemann Publishing.
  • Habermas, J. (1972). Knowledge and human interests. MA: Beacon Press.
  • Hatcher, P. J., Hulme, C., & Ellis, A. W. (1994). Ameliorating early reading failure by integrating the teaching of reading and phonological skills: The phonological linkage hypothesis. Child Development, 65 (1), 41–57.
  • Hogan, T. P., Catts, H. W., & Little, T. D. (2005). The relationship between phonological awareness and reading: Implications for the assessment of phonological awareness. Language, Speech, and Hearing Services in Schools, 36(4), 285-293.
  • Hulme, C., Hatcher, P. J., Nation, K., Brown, A., Adams, J., & Stuart, G. (2002). Phoneme awareness is a better predictor of early reading skill than onset-rime awareness. Journal of Experimental Child Psychology, 82(1), 2-28.
  • Johnson, N.F. (1975). On the functions of letters in word identification: Some data and preliminary model. Journal of Verbal Learning and Verbal Behaviour, 14 (1), 17-29.
  • Juel, C. (1983). The development and use of mediated word identification. Reading Research Quarterly, 18 (3), 83-96.McKenna, M.C., & Picard, M.C. (2006). Revisiting the role of miscue analysis in effective teaching. The Reading Teacher, 60 (4), 378–380.
  • Metsala, J. L., & Walley, A. C. (1998). Spoken vocabulary growth and the segmental restructuring of lexical representations: Precursors to phonemic awareness and early reading ability. In J. L. Metsala & L. C. Ehri (Eds.), Word recognition in beginning literacy (pp. 89-120). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Murray, B.A. (2006). Hunting the elusive phoneme. In: K.A.D. Stahl & M. McKenna (Eds) Reading Research At Work (pp: 114-125). London: The Guilford Press.
  • Muter, V., Hulme, C., Snowling, M., & Taylor, S. (1998). Segmentation, not rhyming, predicts early progress in learning to read. Journal of Experimental Child Psychology, 71(1), 3-27.
  • 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), 665-681.
  • Navon, D. (1977). Forest before trees: the precedence of global features in visual perception. Cognitive Psychology, 9 (3), 353-383.
  • Palmer, S. E. (1975). Visual perception and world knowledge: Notes on a model of sensory-cognitive interaction. Explorations in Cognition, 279-307.
  • Palmer, S. (1975). The Effects of contextual scenes on the identification of the objects. Memory & Cognition, 3 (5), 519-526
  • Piaget, J. (2005). The language and thought of the child. London: Routledge.
  • Rock, I., Palmer, S. (1990). Legacy of the Gestalt psychology. Scientific American, 263, 84-90.
  • Schneider, W., Naslund, J.C. (1992). Cognitive Prerequisites of Reading and Spelling: A Longitudinal Approach. In: A. Demetriou, M. Shayer & A. Efklides (Eds), Neo-Piagetian Theories of Cognitive Development: Applications and Implications for Education (pp:. London: Routledge.
  • Seidenberg, M. S., & McClelland, J. L. (1989). A distributed, developmental model of word recognition and naming. Psychological Review, 96(4), 523-568.
  • Snowling, M.J., Gobel, S. (2011) Reading Development and Dyslexia. In U. Goswami (Eds) The wiley-blackwell handbook of child cognitive development (pp:524-548). Sussex: Wiley-Blackwell.
  • Stahl, S.A., Miller, P.D (1989). Whole language and language experience approaches for beginning reading: A quantitative research synthesis. Review of Educational Research, 59 (1), 87-116.
  • Stahl, S. A., Osborn, J., & Lehr, F. (1990). Beginning to read: Thinking and learning about print: A summary. Center for the Study of Reading, the Reading Research and Education Center, University of Illinois at Urbana-Champaign.
  • Stahl, S. A & Kuhn, M.R. (1995). Does whole language or instruction matched to learningstyles help children learn to read?. School Psychology Review. 24(3), 393-404.
  • Stahl, A.S., Murray, B.A. (1998).Defining phonological awareness and its relationship to early reading. Journal of Educational Psychology, 86 (2), 221-234.
  • Stahl, A. S., Hester, A.M.D., Stahl, K.A.D.(1998). Everything you wanted to know about phonics. Reading Research Quarterly, 33 (3), 338-355.
  • Stanovich, K. E., Cunningham, A. E., & Cramer, B. B. (1984). Assessing phonological awareness in kindergarten children: Issues of task comparability. Journal of Experimental Child Psychology, 38(2), 175-190.
  • Stanovich, K. E., & Siegel, L. S. (1994). The phenotypic performance profile of reading-disabled children: A regression based test of the phonological-core variable-difference model. Journal of Educational Psychology, 86, 24–53.
  • Suggate, S. P. (2016). A meta-analysis of the long-term effects of phonemic awareness, phonics, fluency, and reading comprehension interventions. Journal of Learning Disabilities, 49(1), 77-96.
  • Talcott, B., Witton, C., Mclean, F.M., Hansen, P-C, Rees, A., Green, G.G.R., Stein, J.F. (2000). Dynamic sensory sensitivity and children’s word decoding skills. Proceedings of National Academy of the Sciences of United States of America, 97 (6), 2952-2957.
  • Treiman , R. , & Kessler , B. ( 2005 ). Writing systems and spelling development . In M. J. Snowling & C. Hulme (Eds.), The science of reading: A handbook (pp: 120-134). Oxford : Blackwell Publishing.
  • Warren, R.M. (1970) Perceptual restoration of missing speech. Science, 167 (3917), 392-393.
  • 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), 73-87.
  • Whitehurst, G., Lonigan, C. (1998) Child development and emergent literacy. Child Development, 69 (3), 848-872.
  • Wolf, M., & Bowers, P. G. (1999). The double deficit hypothesis for the developmental dyslexias. Journal of Educational Psychology, 91, 415–438.
Toplam 53 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Üzerine Çalışmalar
Bölüm Research Articles
Yazarlar

Kerem Coşkun

Yücel Öksüz

Melek Baba Öztürk

Adem İci

Meşale Ayvalı

Yayımlanma Tarihi 29 Haziran 2018
Yayımlandığı Sayı Yıl 2018Cilt: 2 Sayı: 1

Kaynak Göster

APA Coşkun, K., Öksüz, Y., Baba Öztürk, M., İci, A., vd. (2018). Understanding interaction between reading performance and message awareness, lexical awareness, and phonological awareness. Studies in Educational Research and Development, 2(1), 47-70.

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