Sosyo-ekonomik Düzey Açısından Risk Altında Olan Çocuklarda Paylaşımlı Kitap Okuma: Ebeveyn Uygulamalı Erken Okuryazarlık Müdahalesi

Abstract

This study aimed to examine the effect of the parent-implemented shared book reading early literacy intervention program for children at risk in terms of socioeconomic conditions on early literacy skills. The study group consisted of students attending the nursery classes at Yıldırım Beyazıt Elementary School and Tandoğan Şehit Celaleddin İbiş, connected to the Ministry of National Education, in Ankara Province center during 2019-2020 academic year. One of the nursery classes of the schools was assigned to the experimental and the other was assigned to the control group randomly. A total of 34 children was included in the study group, out of which the experimental group consisted of 17 children and the control group consisted of 17 children. Pretest-posttest control group quasi-experimental design was used in the study. In the study, the parents of the children in the experimental group were trained about the parent-implemented early literacy intervention program, and the children in the experimental group were administered shared book reading, early literacy intervention program by their parents for 12 weeks. After the pre-tests were applied, the children in the control group continued with the program of their classes. Post-tests were applied to both groups after the application. Denver Developmental Screening Test (DGTT) II, Home Early Literacy Environment Scale (EVOK), Turkish Early Language Development Test (TEDİL), Early Literacy Test (EROT), Early Childhood Print Awareness Skills Checklist and Nonword Repetition Test (AST) for collection of the study data were used. The findings obtained from the study showed that the parent-implemented early literacy intervention program has a positive and significant effect on children's home early literacy environment and early literacy skills.