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Çocuğu Okul Öncesi Eğitime Devam Eden Annelerin Okuma İnancı ve Ev Erken Okuryazarlık Ortamlarının Demografik Değişkenler Açısından İncelenmesi

Yıl 2023, Cilt: 21 Sayı: 1, 425 - 452, 28.04.2023
https://doi.org/10.37217/tebd.1189625

Öz

Çocukların ileri dönem akademik ve sosyal başarıları üzerinde etkili olan erken okuryazarlık becerilerinin, okul öncesi dönem boyunca aileler tarafından desteklenmesi gerekmektedir. Ailelerin bu becerileri desteklemeye yönelik evde gerçekleştirdikleri uygulamalar ve sahip oldukları okuma inançları üzerinde etkili olabilecek değişkenlerin incelenmesi ise çocukların erken okuryazarlık becerilerine katkı sunma açısından önemlidir. Bu çalışmada çocuğu okul öncesi eğitime devam eden annelerin ev erken okuryazarlık ortamı ve anne okuma inançlarının anne yaşı, anne öğrenim düzeyi, ailenin sosyoekonomik düzeyi, çocuk yaşı ve çocuğun okul öncesi eğitim alma süresi değişkenlerine göre incelenmesi amaçlanmıştır. İlişkisel tarama modelinin kullanıldığı bu çalışmada araştırmanın evrenini Kilis İl Millî Eğitim Müdürlüğüne bağlı resmi bağımsız anaokullarına devam eden çocukların anneleri, araştırmanın örneklemini ise 2021-2022 eğitim-öğretim yılında bağımsız anaokullarına devam eden çocuklar arasından basit tesadüfi örnekleme yöntemine göre seçilen 191 çocuğun annesi oluşturmaktadır. Araştırmanın verileri “Demografik bilgi formu”, “Ebeveyn okuma inancı ölçeği” ve “Ev erken okuryazarlık ortamı ölçeği” kullanılarak toplanmıştır. Araştırmadan elde edilen bulgular ev erken okuryazarlık ortamı üzerinde anne yaş, anne öğrenim düzeyi ve ailenin sosyoekonomik düzeyinin etkili olduğu, ancak çocuk yaşı ve okul öncesi eğitim alma süresinin etkili olmadığını göstermiştir. Anne okuma inancı üzerinde ise anne öğrenim düzeyinin etkili olduğu, ancak anne yaşı, ailenin sosyoekonomik düzeyi, çocuk yaşı ve okul öncesi eğitim alma süresinin etkili olmadığı görülmüştür.

Kaynakça

  • Arıcı, M. & Tüfekci-Akcan, A. (2019). Okul öncesi dönemde anne-çocuk birlikte hikâye kitabı okuma davranışlarının incelenmesi. Yaşadıkça Eğitim, 33(1), 100-120. https://doi.org/10.33308/26674874.201933195
  • Baroody, A. E. & Diamond, K. E. (2012). Links among home literacy environment, literacy interest, and emergent literacy skills in preschoolers at risk for reading difficulties. Topics in Early Childhood Special Education, 32(2), 78-87. https://doi.org/10.1177/0271121410392803
  • Burchinal, M. R., Peisner-Feinberg, E., Pianta, R. & Howes, C. (2002). Development of academic skills from preschool through second grade: Family and classroom predictors of developmental trajectories. Journal of School Psychology, 40, 415-436. https://doi.org/10.1016/S0022-4405(02)00107-3
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  • Coşkun, L. & Deniz, Ü. (2019). Evde uygulanan eğitim etkinliklerinin 48-60 aylık çocukların okumaya ve yazmaya hazırlık becerileri üzerine etkisinin incelenmesi. Gazi Eğitim Fakültesi Dergisi, 39(2), 873-893. https://doi.org/10.17152/gefad.401224
  • Cottone, E. A. (2012). Preschoolers’ emergent literacy skills: The mediating role of maternal reading beliefs. Early Education and Development, 23(3), 351-372. https://doi.org/10.1080/10409289.2010.527581
  • Curenton, S. & Justice, L. M. (2008). Children’s preliteracy skills: Influence of mothers’ education and beliefs about shared-reading interactions. Early Education and Development, 19, 261-283. https://doi.org/10.1080/10409280801963939
  • DeBaryshe, B. D. (1995). Maternal belief systems: Linchpin in the home reading process. Journal of Applied Developmental Psychology, 16, 1-20. https://doi.org/10.1016/0193-3973(95)90013-6
  • Debaryshe, B. D. & Binder, J. C. (1994). Evaluation of an instrument for measuring parents' beliefs about reading aloud to young children. Perceptual and Motor Skills, 78, 1303-1311. https://doi:10.2466/pms.1994.78.3c.1303
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  • DeBaryshe, B. D., Binder, J. C. & Buell, M. J. (2000). Mother’s implicit theories of early literacy instruction: Implications for children’s reading and writing. Early Child Development and Care, 160, 119-131. https://doi.org/10.1080/0030443001600111
  • DesJardin, J. L. & Ambrose, S. E. (2010). The importance of the home literacy environment for developing literacy skills in young children who are deaf or hard of hearing. Young Exceptional Children, 13, 28-44. https://doi.org/10.1177/1096250610387270
  • Dodici, B. J., Draper, D. C. & Peterson, C. A. (2003). Early parent child interactions and early literacy development. Topics in Early Childhood Special Education, 23(3), 124-136. https://doi.org/10.1177/02711214030230030301
  • Dynia, J. M., Purtell, K. M., Justice, L. M., Pratt, A. S. & Hijlkema, M. J. (2020). Home literacy environments in Maya communities in the Yucatan Peninsula. Early Education and Development, 31(3), 411-425. https://doi.org/10.1080/10409289.2019.1651813
  • Ebert, S., Lehrl, S. & Weinert, S. (2020). Differential effects of the home language and literacy environment on child language and theory of mind and their relation to socioeconomic background. Original Research, 11, 1-18. https://doi.org/10.3389/fpsyg.2020.555654
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  • Evans, M. A., Fox, M., Cremaso, L. & Mckinnon, L. (2004). Beginning reading: The views of parents and teachers of young children. Journal of Educational Psychology, 96(1), 130-141. https://doi.org/10.1037/0022-0663.96.1.130
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Examination of Home Early Literacy Environment and Reading Beliefs of Mothers with Preschoolers in Terms of Demographic Variables

Yıl 2023, Cilt: 21 Sayı: 1, 425 - 452, 28.04.2023
https://doi.org/10.37217/tebd.1189625

Öz

Early literacy skills, which are effective on the future academic and social success of children, should be supported by families throughout the preschool period. It is important to examine the variables that may be effective in the practices that families perform at home to support these skills and parental reading beliefs since they can contribute to the early literacy skills of the children. This study aimed at examining the reading beliefs of mothers of preschoolers and home early literacy environment based on mothers’ age, education, socioeconomic level, as well as child age and child's preschool education duration. In the study, in which correlational survey method was used, the population of the study consisted of mothers of children who were attending independent kindergartens affiliated with Kilis Provincial Directorate of National Education and the sample consisted of mothers of 191 children selected using the simple random sampling method among children attending these independent kindergartens in the 2021-2022 Academic Year. The data for the study were collected using a "Demographic information sheet", "Parent reading belief scale", and "Home early literacy environment scale". Findings showed that the home early literacy environment was affected by mother age, mother education, and socioeconomic level; however, child age and duration of preschool education were found to be not effective. On the other hand, mother education was found to be effective on parent reading belief; whereas, mother age, socioeconomic level, child age, and duration of preschool education were not effective.

Kaynakça

  • Arıcı, M. & Tüfekci-Akcan, A. (2019). Okul öncesi dönemde anne-çocuk birlikte hikâye kitabı okuma davranışlarının incelenmesi. Yaşadıkça Eğitim, 33(1), 100-120. https://doi.org/10.33308/26674874.201933195
  • Baroody, A. E. & Diamond, K. E. (2012). Links among home literacy environment, literacy interest, and emergent literacy skills in preschoolers at risk for reading difficulties. Topics in Early Childhood Special Education, 32(2), 78-87. https://doi.org/10.1177/0271121410392803
  • Burchinal, M. R., Peisner-Feinberg, E., Pianta, R. & Howes, C. (2002). Development of academic skills from preschool through second grade: Family and classroom predictors of developmental trajectories. Journal of School Psychology, 40, 415-436. https://doi.org/10.1016/S0022-4405(02)00107-3
  • Cooper, B. R., Moore, J. E., Powers, C. J., Cleveland, M. & Greenberg, M. T. (2014). Patterns of early reading and social skills associated with academic success in elementary school. Early Education and Development, 25(8), 1248-1264. https://doi.org/10.1080/10409289.2014.932236
  • Coşkun, L. & Deniz, Ü. (2019). Evde uygulanan eğitim etkinliklerinin 48-60 aylık çocukların okumaya ve yazmaya hazırlık becerileri üzerine etkisinin incelenmesi. Gazi Eğitim Fakültesi Dergisi, 39(2), 873-893. https://doi.org/10.17152/gefad.401224
  • Cottone, E. A. (2012). Preschoolers’ emergent literacy skills: The mediating role of maternal reading beliefs. Early Education and Development, 23(3), 351-372. https://doi.org/10.1080/10409289.2010.527581
  • Curenton, S. & Justice, L. M. (2008). Children’s preliteracy skills: Influence of mothers’ education and beliefs about shared-reading interactions. Early Education and Development, 19, 261-283. https://doi.org/10.1080/10409280801963939
  • DeBaryshe, B. D. (1995). Maternal belief systems: Linchpin in the home reading process. Journal of Applied Developmental Psychology, 16, 1-20. https://doi.org/10.1016/0193-3973(95)90013-6
  • Debaryshe, B. D. & Binder, J. C. (1994). Evaluation of an instrument for measuring parents' beliefs about reading aloud to young children. Perceptual and Motor Skills, 78, 1303-1311. https://doi:10.2466/pms.1994.78.3c.1303
  • DeBaryshe, B. D. (1995). Maternal belief systems: Linchpins in the home reading process. Journal of Applied Developmental Psychology, 16, 1-20. https://doi.org/10.1016/0193-3973(95)90013-6
  • DeBaryshe, B. D., Binder, J. C. & Buell, M. J. (2000). Mother’s implicit theories of early literacy instruction: Implications for children’s reading and writing. Early Child Development and Care, 160, 119-131. https://doi.org/10.1080/0030443001600111
  • DesJardin, J. L. & Ambrose, S. E. (2010). The importance of the home literacy environment for developing literacy skills in young children who are deaf or hard of hearing. Young Exceptional Children, 13, 28-44. https://doi.org/10.1177/1096250610387270
  • Dodici, B. J., Draper, D. C. & Peterson, C. A. (2003). Early parent child interactions and early literacy development. Topics in Early Childhood Special Education, 23(3), 124-136. https://doi.org/10.1177/02711214030230030301
  • Dynia, J. M., Purtell, K. M., Justice, L. M., Pratt, A. S. & Hijlkema, M. J. (2020). Home literacy environments in Maya communities in the Yucatan Peninsula. Early Education and Development, 31(3), 411-425. https://doi.org/10.1080/10409289.2019.1651813
  • Ebert, S., Lehrl, S. & Weinert, S. (2020). Differential effects of the home language and literacy environment on child language and theory of mind and their relation to socioeconomic background. Original Research, 11, 1-18. https://doi.org/10.3389/fpsyg.2020.555654
  • Ergül, C., Sarıca, A. D., Akoğlu, G. & Karaman, G. (2017). The home literacy environments of Turkish kindergarteners: does SES make a difference? International Journal of Instruction, 10(1), 87-102. https://eric.ed.gov/?id=EJ1125141 sayfasından erişilmiştir.
  • Ertürk-Kara, H. G. (2019). Okul öncesi dönemde çocuğa evde sunulan desteğin okuma yazmaya hazırlık ve matematik becerileri bağlamında incelenmesi. Bayburt Eğitim Fakültesi, 14(27), 87-105. https://doi.org/10.35675/befdergi.422261
  • Evans, M. A., Fox, M., Cremaso, L. & Mckinnon, L. (2004). Beginning reading: The views of parents and teachers of young children. Journal of Educational Psychology, 96(1), 130-141. https://doi.org/10.1037/0022-0663.96.1.130
  • Evans, M. A., Shaw, D. & Bell, M. (2000). Home literacy activities and their influence on early literacy skills. Canadian Journal of Experimental Psychology, 54, 65-75. https://doi.org/10.1037/h0087330
  • Froiland, J. M., Peterson, A. & Davison, M. L. (2012). The long-term effects of early parent involvement and parent expectation in the USA. School Psychology International, 34, 33-50. https://doi.org/10.1177/0143034312454361
  • Fung, W. K. & Chung, K. K. H. (2020). The role of socioeconomic status in Chinese word reading and writing among Chinese kindergarten children. Reading and Writing, 33, 377-397. https://doi.org/10.1007/s11145-019-09967-2
  • Gengeç, H., Güldenoğlu, B. & Kargın, T. (2022). Erken okuryazarlık becerileri üzerinde etkili olan değişkenler: Sosyoekonomik düzey ve ev okuryazarlığı. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 57, 1-59. https://doi.org/10.9779.pauefd.1064101
  • Gonzalez, J. E. & Uhing, B. (2008). Home literacy environments and young Hispanic children’ English and Spanish oral language. Journal of Early Intervention, 30(2), 116-139. https://doi.org/10.1177/1053815107313858
  • Gonzalez, J. E., Acosta, S., Davis, H., Durodola, S. P., Saenz, L., Soares, D., Resendez, N. & Zhu, L. (2017). Latino maternal literacy beliefs and practices mediating socioeconomic status and maternal education effects in predicting child receptive vocabulary. Early Education and Development, 28(1), 78-95. https://doi.org/ 10.1080/10409289.2016.1185885
  • Harmandar, D. & Arıkan, A. (2020). Erken okuryazarlık becerilerine yönelik dil destek çalışmalarında ailelerin tercihleri. Ana Dili Eğitimi Dergisi, 8(4), 1183-1203. https://doi.org/10.16916/aded.774896
  • Hartas, D. (2011). Families’ social backgrounds matter: Socio-economic factors, home learning and young children’s language, literacy and social outcomes. British Educational Research Journal, 37(6), 893-914. https://doi.org/10.1080/01411926.2010.506945
  • Hofslundsengen, H., Gustafsson, J. E. & Eriksen-Hagtvet, B. (2019). Contributions of the home literacy environment and underlying language skills to preschool invented writing. Scandinavian Journal of Educational Research, 63(5), 653-669. https://doi.org/10.1080/00313831.2017.1420686
  • Iflazoglu-Saban, A., Altinkamis, N. F. & Deretarla-Gul, E. (2018). Investigation of parents’ early literacy beliefs in the context of Turkey through the parent reading belief inventory (PRBI). European Journal of Educational Research, 7(4), 985-997. https://doi.org/10.12973/eu-jer.7.4.985
  • Justi, C. N. G., Henriques, F. H. & Justi, F. R. D. R. (2021). The dimensionality of phonological awareness among Brazilian Portuguese speaking children: A longitudinal study. Psicologia: Reflexão e Crítica, 34(26), 1-12. https://doi.org/10.1186/s41155-021-00192-x
  • Karaahmetoğlu, B. & Turan, F. (2020). Investigation of parental early literacy beliefs and early literacy home environment of the children with developmental disability and typical development. Hacettepe University Journal of Education, 35(2), 243-253. https://doi.org/10.16986/HUJE.2019051687
  • Karasar, N. (2009). Bilimsel araştırma yöntemi (21. b.). Ankara: Nobel Yayın Dağıtım.
  • Korucu, I., Litkowski, E. & Schmitt, S. A. (2020). Examining associations between the home literacy environment, executive function, and school readiness. Early Education and Development, 31(3), 455-473. https://doi.org/10.1080/10409289.2020.1716287
  • Krijnen, E., Van Steensel, R., Meeuwisse, M. & Severiens, S. (2020). Measuring parental literacy beliefs in a socio-economically, linguistically and ethnically diverse sample. Early Education and Development, 32(4), 608-635. https://doi.org/10.1080/10409289.2020.1785227
  • Linver, M. R., Brooks-Gunn, J. & Kohen, D. E. (2002). Family processes as pathways from income to young children’s development. Developmental Psychology, 38, 719-734. https://doi.org/10.1037/0012-1649.38.5.719
  • Liu, Y., Zhi, M. & Li, X. (2011). Parental age and characteristics of the offspring. Ageing Research Reviews, 10, 115-123. https://doi.org/10.1016/j.arr.2010.09.004
  • Liu, C., Georgiou, G. K. & Manolitsis, G. (2018). Modeling the relationships of parents’ expectations, family’s SES, and home literacy environment with emergent literacy skills and word reading in Chinese. Early Childhood Research Quarterly, 43, 1-10. https://doi.org/10.1016/j.ecresq.2017.11.001
  • Lynch, J., Anderson, J., Anderson, A. & Shapiro, J. (2006). Parents’ beliefs about young children’s literacy development and parents’ literacy behaviors. Reading Psychology, 27, 1-20. https://doi.org/10.1080/02702710500468708
  • Martini, F. & Sénéchal, M. (2012). Learning literacy skills at home: Parent teaching, expectations, and child interest. Canadian Journal of Behavioural Science, 44(3), 210-221. https://doi.org/10.1037/a0026758
  • McDowell, K. D., Lonigan, C. J. & Goldstein, H. (2007). Relations among socioeconomic status, age, and predictors of phonological awareness. Journal of Speech, Language, and Hearing Research 50(4), 1079-1092. https://doi.org/10.1044/1092-4388(2007/075)
  • McGinty, A. S. & Justice L. M. (2009). Predictors of print knowledge in children with specific language impairment: Experiential and developmental factors. Journal of Speech, Language, and Hearing Research, 52, 81-97. https://doi.org/ 10.1044/1092-4388(2008/07-0279)
  • Myrtil, M. J., Justice, L. M. & Jiang, H. (2019). Home-literacy environment of low-income rural families: Association with child and caregiver level characteristics. Journal of Applied Developmental Psychology, 60, 1-10. https://doi.org/10.1016/j.appdev.2018.10.002 Niklas, F., Wirth, A., Guffler, S., Drescher, N. & Ehmig, S. C. (2020). The home literacy environment as a mediator between parental attitudes toward shared reading and children’s linguistic competencies. Original Research, 11, 1-10. https://doi.org/10.3389/fpsyg.2020.01628
  • Okuyucu-Akdaş, E. & Deniz, Ü. (2015). Anasınıfına devam eden çocukların kitap ile birlikteliklerine ve ailelerinin özelliklerine göre okuma olgunluklarının incelenmesi. Uluslararası Türk Eğitim Bilimleri Dergisi, 4, 15-27. https://dergipark.org.tr/tr/download/article-file/407361 sayfasından erişilmiştir.
  • Puglisi, M. L., Hulme, C., Hamilton, L. G. & Snowling, M. J. (2017). The home literacy environment is a correlate, but perhaps not a cause, of variations in children’s language and literacy development. Scientific Studies of Reading, 21(6), 498-514. https://doi.org/10.1080/10888438.2017.1346660
  • Sağlam, C. (2020). Okul öncesi dönemde çalışma belleği ve erken okuryazarlık becerilerinin incelenmesi. (Yüksek Lisans Tezi). http://tez.yok.gov.tr sayfasından erişilmiştir.
  • Sarıca, A. D., Ergül, C., Akoğlu, G., Deniz, K. Z., Karaman, G., Bahap-Kudret, Z. & Tufan, M. (2014). Ev erken okuryazarlık ortamı ölçeği – EVOK: Geçerlik ve güvenirlik çalışması. International Online Journal of Educational Sciences, 6(2), 444-459. https://avesis.ankara.edu.tr/yayin/dabaa640-42dc sayfasından erişilmiştir.
  • Sawyer, B. E., Cycyk, L. M., Sandilos, L. E. & Hammer, C. S. (2018). So many books they don’t even all fit on the bookshelf: An examination of low-income mothers’ home literacy practices, beliefs and influencing factors. Journal of Early Childhood Literacy, 18(3), 338-372. https://doi.org/10.1177/1468798416667542
  • Sénéchal, M. & LeFevre, J. A. (2002). Parental involvement in the development of children’s reading skill: A five-year longitudinal study. Child Development, 73, 445-460. https://doi.org/10.1111/1467-8624.00417
  • Serpell, R., Sonnenschein, S., Baker, L. & Ganapathy, H. (2002). Intimate culture of families in the early socialization of literacy. Journal of Family Psychology, 16, 391-405. https://doi.org/ 10.1037/0893-3200.16.4.391
  • Shatil, E., Share, D. L. & Levin, I. (2000). On the contribution of kindergarten writing to grade 1 literacy: A longitudinal study in Hebrew. Applied Psycholinguistics, 21, 1-2. https://doi.org/10.1017/S0142716400001016
  • Silinskas, G., Leppänen, U., Aunola, K., Parrila, R. & Nurmi, J. E. (2010). Predictors of mothers’ and fathers’ teaching of reading and mathematics during kindergarten and Grade. Learning and Instruction, 20, 61-71. https://doi.org/10.1016/j.learninstruc.2009.01.002
  • Smetana, L. (2005). Collaborative storybook reading: Bring parents and at-risk kindergarten students together. Reading Horizons, 45(4), 283-320. https://scholarworks.wmich.edu/reading_horizons/ vol45/iss4/2 sayfasından erişilmiştir.
  • Smith, S. S. & Dixon, R. G. (1995). Literacy concepts of low and middle class four year olds entering preschool. Journal of Educational Research, 88(4), 243-253. https://doi.org/10.1080/00220671.1995.9941305
  • Swain, J. M. & Cara, O. (2019). Changing the home literacy environment through participation in family literacy programmes. Journal of Early Childhood Literacy, 19(4), 431-458. https://doi.org/10.1177/1468798417745118
  • Şimşek-Çetin, Ö. & Bay, D. N. (2019). Okul öncesi dönemde çocuğu olan annelerin okuma inançlarının belirlenmesi. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 50, 389-412. https://doi.org/10.21764/maeuefd.433034
  • Şimşek-Çetin, Ö., Bay, N. & Alisinanoğlu, F. (2014). Ebeveyn okuma inanç ölçeği’nin Türkçeye uyarlama çalışması. Turkish Studies, 9(2), 1441-1458. https://turkishstudies.net/turkishstudies?mod= makale_tr_ozet&makale_id=17227 sayfasından erişilmiştir.
  • Teale, W. H. & Sulzby, E. (1986). Emergent literacy as a perspective for examining how young children become writers and readers. W. H. Teale & E. Sulzby (Ed.) Emergent literacy: Writing and reading içinde (s. vii-xxv). Norwood, NJ: Ablex.
  • Van Tonder, B., Arrow, A. & Nicholson, T. (2019). Not just storybook reading: Exploring the relationship between home literacy environment and literate cultural capital among 5-year-old children as they start school. Australian Journal of Language and Literacy, 42(2), 87-102. https://search.informit.org/doi/abs/10.3316/ielapa.391279468267528 sayfasından erişilmiştir.
  • Vasilyeva, M., Dearing, E., Ivanova, A., Shen, C. & Kardanova, E. (2018). Testing the family investment model in Russia: Estimating indirect effects of SES and parental beliefs on the literacy skills of first-graders. Early Childhood Research Quarterly, 42, 11-20. http://dx.doi.org/10.1016/j.ecresq.2017.08.003
  • Weigel, D. J., Martin, S. S. & Bennett, K. K. (2005). Ecological influences of the home and child-care center on preschool-age children’s literacy development. Reading Research Quarterly, 40(2), 204-233. https://doi.org/10.1598/RRQ.40.2.4
  • Weigel, D. J., Martin, S. S. & Bennett, K. K. (2006). Mothers’ literacy beliefs: Connections with the home literacy environment and pre-school children’s literacy development. Journal of Early Childhood Literacy, 6(2), 191-211. https://doi.org/10.1177/1468798406066444
  • Weinberger, J. (1996). Literacy goes to school. London: Paul Chapman Publishing.
  • Wu, C. C. & Sterling-Honig, A. (2010). Taiwanese mothers’ beliefs about reading aloud with preschoolers: Findings from the parent reading belief inventory. Early Child Development and Care, 180(5), 647-669. https://doi.org/10.1080/03004430802221449
  • Yeung, S. S. & King, R. B. (2016). Home literacy environment and English language and literacy skills among Chinese young children who learn English as a second language. Reading Psychology, 37(1), 92-120. https://doi.org/10.1080/02702711.2015.1009591
  • Zhang, S. Z., Inoue, T., Shu, H. & Georgiou, G. K. (2020). How does home literacy environment influence reading comprehension in Chinese? Evidence from a 3 year longitudinal study. Reading and Writing, 33, 1745-1767. https://doi.org/10.1007/s11145-019-09991-2
Toplam 64 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Eğitim Üzerine Çalışmalar
Bölüm Makaleler
Yazarlar

Lütfiye Coşkun 0000-0003-2039-1056

Yayımlanma Tarihi 28 Nisan 2023
Gönderilme Tarihi 15 Ekim 2022
Kabul Tarihi 28 Şubat 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 21 Sayı: 1

Kaynak Göster

APA Coşkun, L. (2023). Çocuğu Okul Öncesi Eğitime Devam Eden Annelerin Okuma İnancı ve Ev Erken Okuryazarlık Ortamlarının Demografik Değişkenler Açısından İncelenmesi. Türk Eğitim Bilimleri Dergisi, 21(1), 425-452. https://doi.org/10.37217/tebd.1189625

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