Investigation of Phonological Awareness Interventions in Early Childhood

Balikci Ö. S.

INTERNATIONAL JOURNAL OF EARLY CHILDHOOD SPECIAL EDUCATION, cilt.12, sa.1, ss.277-288, 2020 (ESCI, Scopus, TRDizin) identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 12 Sayı: 1
  • Basım Tarihi: 2020
  • Doi Numarası: 10.9756/int-jecse/v12i1.2010010
  • Dergi Adı: INTERNATIONAL JOURNAL OF EARLY CHILDHOOD SPECIAL EDUCATION
  • Derginin Tarandığı İndeksler: Emerging Sources Citation Index (ESCI), Scopus, IBZ Online, EBSCO Education Source, Directory of Open Access Journals, TR DİZİN (ULAKBİM)
  • Sayfa Sayıları: ss.277-288
  • Anahtar Kelimeler: early childhood, phonological awareness, reading, intervention, PRESCHOOL-CHILDREN, LANGUAGE INTERVENTION, INSTRUCTION, PROGRAM, DISABILITIES, IMPAIRMENT, VOCABULARY, SKILLS, PARENT
  • Eskişehir Osmangazi Üniversitesi Adresli: Evet

Özet

Phonological awareness is one of the most important skills in learning to read. However, phonological awareness skills are also among the predictors of reading success in the future. In addition, interventions applied to phonological awareness skills in early childhood support the development of reading skills. Also it is shown that the phonological awareness trainings are most effective when applied before starting reading education and show their effect very clearly in this period. In this study, it is aimed to examine intervention studies on phonological awareness skills in early childhood. For this purpose, 20 articles in which intervention programs for phonological awareness skills were applied were examined. The results obtained from the research findings show that there is an improvement in the phonological awareness skills of the children who are applied phonological awareness interventions. In addition, suggestions for further research were made in line with the findings obtained from the research.