Araştırma Makalesi
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Yıl 2024, Cilt: 17 Sayı: 1, 202 - 235, 28.01.2024
https://doi.org/10.30831/akukeg.1358837

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Kaynakça

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The Effect of Digital Game-Based and Different Education Programs on Phonological Awareness Skills of 60-72 Months-Old Children

Yıl 2024, Cilt: 17 Sayı: 1, 202 - 235, 28.01.2024
https://doi.org/10.30831/akukeg.1358837

Öz

This study examines the effects of digital game-based and different educational programs on the phonological awareness skills of 60-72-month-old children. The study group of the research consists of 60-72-month-old children studying in kindergartens affiliated with primary schools. The study group was divided into three experimental groups and one control group. There were 22 children in experimental group 1, 16 in experimental group 2, 17 in experimental group 3, and 17 in the control group, totaling 72 children. In the study, a phonological awareness education program was applied to experimental group 1, a digital game-supported phonological awareness education program was applied to experimental group 2, a digital game-based phonological awareness education program was applied to experimental group 3, and no intervention was applied to the control group. A quasi-experimental design was used as the research model. The Study used the Early Literacy Skills Assessment Tool (ELSA) and the Early Literacy Test for Preschoolers (ELTKC) as data collection tools. A pre-test was administered to the study and control groups, and after the pre-test, educational programs were applied to the experimental groups for ten weeks. After the educational programs were implemented, a post-test was administered to the experimental and control groups, and a retention test was administered to the experimental groups. According to the results of the study, it was determined that there was a significant difference between the experimental groups and between the experimental groups and the control group.

Teşekkür

We want to express our gratitude to Sekizdesekiz Group for their contributions.

Kaynakça

  • Amorim, A. N., Jeon, L., Abel, Y., Felisberto, E. F., Barbosa, L. N., & Dias, N. M. (2020). Using escribo play video games to improve phonological awareness, early reading, and writing in preschool. Educational Researcher, 49(3), 188-197. https://doi.org/10.3102/0013189X20909824
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  • Memoğlu-Süleymanoğlu, H. (2014a). Türkçenin sıklık sözlüğü. Hatiboğlu Yayınları.
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  • Ministry of National Education [MoNE]. (2013). 36-72 aylık çocuk için okul öncesi eğitim programı. 20.05.2021 https://tegm.meb.gov.tr/dosya/okuloncesi/ooproram.pdf
  • Moritz, C., Yampolsky, S., Papadelis, G., Thomson, J., & Wolf, M. (2013). Links between early rhythm skills, musical training, and phonological awareness. Reading and Writing, 26, 739-769. https://doi.org/10.1007/s11145-012-9389-0
  • Morrison, T. G., & Wilcox, B. G. (2012). Developing literacy: Reading and writing to, with, and by children. Pearson Higher Ed.
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  • National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction: Reports of the subgroups. National Institute of Child Health and Human Development, National Institutes of Health.
  • Newby, P. (2010). Research methods for education. Pearson Education.
  • Nichols, W. D., Rasinski, T. V., Rupley, W. H., Kellogg, R. A., & Paige, D. D. (2018). Why Poetry for Reading Instruction? Because It Works! The Reading Teacher, 72(3), 389-397. https://doi.org/10.1002/trtr.1734
  • Oliva-Maza, A., Ayuso-Escuer, N., Coma-Roselló, T., & Torres-Moreno, E. F. (2021). Mystery of the Runaway Letrabytes: Inclusive Assessment of Phonological Awareness With Tangible Gamification. IEEE Revista Iberoamericana de Tecnologias del Aprendizaje, 16(4), 424-432.
  • Özen, Y., & Gül, A. (2007). Sosyal ve eğitim bilimleri araştırmalarında evren-örneklem sorunu [Population-sampling issue on social and educational research studies]. Journal of Kazım Karabekir Education Faculty, 15, 394-422.
  • Patria, L. (2023, June). Improving Students ‘Motivation in Learning Phonics through Games. In Proceedings of the 2nd International Conference on Advances in Humanities, Education and Language, ICEL 2022, 07–08 November 2022, Malang, Indonesia.
  • Phillips, B. M., Clancy-Menchetti, J., & Lonigan, C. J. (2008). Successful phonological awareness instruction with preschool children: Lessons from the classroom. Topics In Early Childhood Special Education, 28(1), 3-17. https://doi.org/10.1177/0271121407313813
  • Pila, S., Aladé, F., Sheehan, K. J., Lauricella, A. R., & Wartella, E. A. (2019). Learning to code via tablet applications: An evaluation of Daisy the Dinosaur and Kodable as learning tools for young children. Computers & Education, 128, 52-62. https://doi.org/10.1016/j.compedu.2018.09.006
  • Pogiatzi, M., Bardoutsou, I., Lavidas, K., & Komis, V. (2022). Interviewing preschool children in Greece about their usage of mobile devices at home. SN Social Sciences, 2(10), 215. https://doi.org/10.1007/s43545-022-00522-5
  • Pullen, P. C., & Justice, L. M. (2003). Enhancing phonological awareness, print awareness, and oral language skills in preschool children. Intervention in school and clinic, 39(2), 87-98. https://doi.org/10.1177/10534512030390020401
  • Puolakanaho, A., Poikkeus, A. M., Ahonen, T., Tolvanen, A., & Lyytinen, H. (2003). Assessment of three-and-a-half-year-old children's emerging phonological awareness in a computer animation context. Journal of Learning Disabilities, 36(5), 416-423. https://doi.org/10.1177/00222194030360050301
  • Redig, J. (2018). Does daily exposure through the use of nursery rhymes better support students’ phonological awareness skill development? [Unpublished Master Thesis]. Northwestern Collage, Iowa.
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  • Ryan, R. M., Rigby, C. S., & Przybylski, A. (2006). The motivational pull of video games: A self-determination theory approach. Motivation and Emotion, 30, 344-360. https://doi.org/10.1007/s11031-006-9051-8
  • Sá, M., Sa-Couto, P., & Lousada, M. (2022). Phonological awareness digital program: a randomized controlled study. Revista de Investigación en Logopedia, 12(1). https://doi.org/10.5209/rlog.77402
  • Şahin Kamışlı, G., Mengü, G., Bayramoğlu, İ., & Kemaloğlu, Y. (2015). Konuşma odyometrisi ve çocuklar için kelime listeleri geliştirilmesi üzerine bir derleme [A review on speech audiometry and developing pediatric word list]. Türkiye Klinikleri, 8(2), 13-25.
  • Şahin, L. (2019). Okul eğitim dönemi erken dönem okur yazarlık öğretimine öğretmene yönelik bakışın incelenmesi [Yüksek lisans tezi]. Yakın Doğu Üniversitesi.
  • Saracho, O., & Spodek, B. (2002). Influences on Early Childhood Curriculum Development. Saracho, O., & Spodek, B. (Eds.). (2002). Contemporary Perspectives on Early Childhood Curriculum. IAP.
  • Savaş, M., & Turan, M. (2011). Okulöncesi altı yaş grubu öğrencilerin sahip oldukları kelime servetinin incelenmesi [Assessment of word power of age group of six students in the pre-scohool time]. Education Sciences, 6(1), 841-859.
  • Selwyn, N. (2016). Education and technology: Key issues and debates. Bloomsbury Publishing.
  • Schuele, C. M., & Boudreau, D. (2008). Phonological awareness intervention: Beyond the basics. Language, Speech, And Hearing Services in Schools, 39(1), 3-20. https://doi.org/10.1044/0161-1461(2008/002)
  • Sheridan, S., Williams, P., Sandberg, A., & Vuorinen, T. (2011). Preschool teaching in Sweden–a profession in change. Educational research, 53(4), 415-437. https://doi.org/10.1080/00131881.2011.625153
  • Shifflet, R., Mattoon, C., & Bates, A. (2020). Using tablets in a prekindergarten classroom to foster phonological awareness. International Research in Early Childhood Education, 10(1), 1-20.
  • Shuler, C. (2012). iLearn II: An analysis of the education category on apple’s app store. Joan Ganz Cooney Center.
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  • Stephen, C., & Plowman, L. (2014). Digital Play. In: Brooker L., Blaise M., & Edwards S. (Eds.) SAGE handbook of play and learning in early childhood. SAGE.
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  • Torgesen, J. K., & Mathes, P. G. (1998). What every teacher should know about phonological awareness. Florida Department of Education, Division of Schools and Community Education, Bureau of Instructional Support and Community Services.
  • Van der Kooy-Hofland, V. A., Bus, A. G., & Roskos, K. (2012). Effects of a brief but intensive remedial computer intervention in a sub-sample of kindergartners with early literacy delays. Reading and Writing, 25, 1479-1497. https://doi.org/10.1007/s11145-011-9328-5
  • Van Goch, M. M., Verhoeven, L., & McQueen, J. M. (2017). Trainability in lexical specificity mediates between short-term memory and both vocabulary and rhyme awareness. Learning and Individual Differences, 57, 163-169. https://doi.org/10.1016/j.lindif.2017.05.008
  • Vinter, A., Bard, P., Lukowski-Duplessy, H., & Poulin-Charronnat, B. (2022). A comparison of the impact of digital games eliciting explicit and implicit learning processes in preschoolers. International Journal of Child-Computer Interaction, 34, 100534. https://doi.org/10.1016/j.ijcci.2022.100534
  • Weiss, Y., Yeatman, J. D., Ender, S., Gijbels, L., Loop, H., Mizrahi, J. C., Woo, B.Y., & Kuhl, P. K. (2022). Can an Online Reading Camp Teach 5-Year-Old Children to Read? Frontiers in Human Neuroscience, 52. https://doi.org/10.3389/fnhum.2022.793213
  • Xiong, Z., Liu, Q., & Huang, X. (2022). The influence of digital educational games on preschool Children’s creative thinking. Computers & Education, 189, 104578. https://doi.org/10.1016/j.compedu.2022.104578
  • Yopp, H. K., & Yopp, R. H. (2000). Supporting phonemic awareness development in the classroom. The Reading Teacher, 54(2), 130-143.
  • Zevenbergen, R. (2007). Digital natives come to preschool: Implications for early childhood practice. Contemporary Issues in Early Childhood, 8(1), 19-29. https://doi.org/10.2304/ciec.2007.8.1.19
Toplam 109 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Öğretim Teknolojileri, Çocuk Gelişimi Eğitimi, Eğitim Üzerine Çalışmalar (Diğer)
Bölüm Makaleler
Yazarlar

Mehmet Oğuz Göle 0000-0003-2826-1790

Fulya Temel 0000-0002-5375-3503

Erken Görünüm Tarihi 28 Ocak 2024
Yayımlanma Tarihi 28 Ocak 2024
Gönderilme Tarihi 12 Eylül 2023
Yayımlandığı Sayı Yıl 2024 Cilt: 17 Sayı: 1

Kaynak Göster

APA Göle, M. O., & Temel, F. (2024). The Effect of Digital Game-Based and Different Education Programs on Phonological Awareness Skills of 60-72 Months-Old Children. Journal of Theoretical Educational Science, 17(1), 202-235. https://doi.org/10.30831/akukeg.1358837