Filizlenen okuryazarlık: Okul öncesi dönem ses ve yazı farkındalığı becerilerini besleyen ev-içi kaynakların incelenmesi

Altun, Dilek; Erden, Feyza Tantekin; Snow, Catherine E.

doi:10.14527/9786053183563b2.031

Cited by 1 publication

(2 citation statements)

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“…Additionally, difficulties in expression or understanding spoken language are also observed under the title of language and speech difficulties within SLD (Şahin, 2020). When examining the studies conducted, it is evident that these difficulties negatively impact children at every stage (Aslan, 2015;Landerl et al, 2004;Özen, 2011;Sarı & Biçer, 2020;Shalev et al, 2000;Singh-Sawani et al, 2017;Smits-Engelsman et al, 2001;Yıldız and Melekoğlu, 2020), and the importance of early diagnosis and intervention has been emphasized (Altun, 2018;İzoğlu-Tok & Doğan, 2021;Yenioğlu et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

“…Ayrıca ifade etme ya da dinlediğini anlamadaki güçlüklerin de dil ve konuşma güçlüğü başlığı altında (Şahin, 2020), ÖÖG içinde yer aldığı görülmektedir. Yapılan çalışmalar incelendiğinde; söz konusu güçlüklerin, her kademede, çocukları olumsuz etkilediğine dair araştırmalar yapılmış (Aslan, 2015;Landerl vd., 2004;Özen, 2011;Sarı & Biçer, 2020;Shalev vd., 2000;Singh-Sawani vd., 2017;Smits-Engelsman vd., 2001;Yıldız & Melekoğlu, 2020); erken tanı ve müdahalenin önemi vurgulanmıştır (Altun, 2018;İzoğlu-Tok & Doğan, 2021;Yenioğlu vd., 2019).…”

Section: Introductionunclassified

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Okul Öncesi Dönemde Özel Öğrenme Güçlüğü Risk Durumlarının Çeşitli Değişkenler Açısından İncelenmesi

ATA,

YILMAZ BOLAT

2023

Cukurova University Faculty of Education Journal

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Children with specific learning difficulties are known to show risk indicators during the preschool period. In this sense, it is stated that preschool period is a critical period in early diagnosis and intervention of specific learning disabilities. However, it is seen that there are few studies on early diagnosis and intervention of specific learning disabilities in preschool period. Therefore, the aim of this research is determined as the examination of the risk situations of specific learning difficulties in the preschool period in terms of parent, teacher, and child-specific characteristics. This study is a mixed-methods research conducted on the assessment of the skills of preschool children as indicators of specific learning difficulties through different variables from the perspectives of the child, teacher, and parent. The study group of the research consists of 160 children receiving preschool education in the 2021-2022 academic year in the province of Mersin. In this study, the "Teacher Demographic Information Form," "Parent Demographic Information Form," and "Specific Learning Disability Screening Scale for 60-72-month-old children with specific learning difficulties" developed for this study, along with the "Observation Form," were used as data collection tools. In the research, the "Specific Learning Disability Screening Scale" was applied to 160 children, and these children were observed by the researchers. By comparing the scale and observation results in the research, the indicators of specific learning difficulties in children were evaluated, and it was determined that the children showed signs of a risk of specific learning difficulties. Additionally, in this study, it was found that the characteristics of the child, teacher, and parent have an impact on specific learning difficulties. Since preschool children cannot read and write, it is thought that observation, which is a planned and systematic technique, is important in identifying the risk signs of specific learning disabilities.

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