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Visual Impairment and Early Literacy Skills

Yıl 2024, Cilt: 22 Sayı: 1, 412 - 443, 30.04.2024
https://doi.org/10.37217/tebd.1232040

Öz

Early literacy skills children should acquire in preschool refer to prerequisite knowledge, skills, and attitudes before formal literacy. The natural learning opportunities that arise in the preschool period affect the acquisition of early literacy skills in children. Natural learning opportunities may need to be improved for children with limited vision skills. Compared to their sighted peers, children with visually impairment not to be able to develop sufficiently in areas related to their early literacy skills. The literature suggests that all children's early literacy skills should be supported from early ages. This support should be differentiated according to children's individual needs and skills. Depending on the level of exposure of children with visually impaired to the disability, different adaptations may be required in order to support the early literacy skills of children with disabilities. In the context of this study, the effects of early literacy, early literacy skills, and visual impairment on early literacy skills are explained, and various suggestions are given to support the early literacy skills of children with visual impairment in light of the findings obtained as a result of the researches in the literature.

Kaynakça

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Görme Yetersizliği ve Erken Okuryazarlık Becerileri

Yıl 2024, Cilt: 22 Sayı: 1, 412 - 443, 30.04.2024
https://doi.org/10.37217/tebd.1232040

Öz

Çocukların okul öncesi dönemde kazanmaları gereken erken okuryazarlık becerileri formal okuryazarlık öncesinde ön koşul bilgi, beceri ve tutumları ifade etmektedir. Okul öncesi dönemde doğal olarak gerçekleşen bazı öğrenme fırsatları çocukların erken okuryazarlık becerilerini kazanmalarında önemli bir rol oynamaktadır. Görme becerilerinde sınırlılık yaşayan çocuklar için ise doğal öğrenme fırsatları yetersiz kalabilmektedir. Bu durum gören akranlarıyla karşılaştırıldıklarında görme yetersizliğinden etkilenmiş çocukların erken okuryazarlık becerileriyle bağlantılı alanlarda yeterince gelişim sağlayamamalarına neden olmaktadır. Alanyazında tüm çocukların erken okuryazarlık becerilerinin erken dönemlerden itibaren desteklenmesi gerektiği ifade edilmektedir. Bu destek çocukların bireysel ihtiyaçları ve becerileri göz önünde bulundurularak farklılaştırılmalıdır. Görme yetersizliği olan çocukların erken okuryazarlık becerilerinin desteklenmesinde görme sınırlılığından etkilenme düzeylerine göre farklı uyarlamalar gerekebilmektedir. Bu kapsamda bu çalışmada alanyazında yapılan araştırmaların derlenmesiyle erken okuryazarlık, erken okuryazarlık becerileri ve görme yetersizliğinin erken okuryazarlık becerilerine etkisi farklı etmenler açısından ele alınmıştır. Ayrıca çalışmada görme yetersizliğinden etkilenmiş çocukların erken okuryazarlık becerilerinin desteklenmesine yönelik çeşitli önerilere yer verilmiştir.

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  • Frijters, J. C., Barron, R. W. & Brunello, M. (2000). Direct and mediated influences of home literacy and literacy interest on prereaders' oral vocabulary and early written language skill. Journal of Educational Psychology, 92(3), 466-477. https://doi.org/10.1037/0022-0663.92.3.466 Gengeç, H., Güldenoğlu, B. & Kargın, T. (2022). Erken okuryazarlık becerileri üzerinde etkili olan değişkenler: Sosyo ekonomik düzey ve ev okuryazarlığı. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 57, 252-279. https://doi.org/10.9779/pauefd.1064101
  • Gillon, G. T. & Young, A. A. (2002). The phonological-awareness skills of children who are blind. Journal of Visual Impairment & Blindness, 96(1), 38-49. https://doi.org/10.1177/0145482X0209600105
  • Gompel, M. (2005). Literacy skills of children with low vision. (Doktora Tezi). Radboud University Nijmegen. Soest: Nelissen.
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  • Hand, E. D., Lonigan, C. J. & Puranik, C. S. (2022). Prediction of kindergarten and first-grade reading skills: unique contributions of preschool writing and early-literacy skills. Reading and Writing, 37, 1-24. https://doi.org/10.1007/s11145-022-10330-1
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  • Hofslundsengen, H., Gustafsson, J. E. & Hagtvet, B. E. (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
  • Işıtan, D. &, Dayı, E. (2021) Sınıfında özel gereksinimli öğrenci bulunan genel eğitim öğretmenlerinin özel eğitim danışmanlığına ilişkin görüşleri. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 23(1), 85-107. https://doi.org/10.21565/ozelegitimdergisi.790359
  • Işıtan-Kılıç, D. (2023). Çoklu yetersizlikten etkilenmiş az gören çocuğu olan ebeveynle gerçekleştirilen etkileşimli kitap okuma koçluk uygulaması. ERPA International Special Education Congress’de sunulmuş bildiri.
  • Israel, S. E. (2007). Early reading first and beyond: A guide to building early literacy skills. California: Corwin.
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  • Johnston, S. S., McDonnell, A. P. & Hawken, L. S. (2008). Enhancing outcomes in early literacy for young children with disabilities: Strategies for success. Intervention in School and Clinic, 43(4), 210-217. https://doi.org/10.1177/1053451207310342
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  • Lynch, J. S., Van Den Broek, P., Kremer, K. E., Kendeou, P., White, M. J. & Lorch, E. P. (2008). The development of narrative comprehension and its relation to other early reading skills. Reading Psychology, 29(4), 327-365. https://doi.org/10.1080/02702710802165416
  • 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), 1-20. https://doi.org/10.1080/02702710500468708
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  • National Early Literacy Panel. (2008). Developing Early Literacy: Report of the National Early Literacy Panel. https://www.nichd.nih.gov/publications/product/346 sayfasından erişilmiştir.
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  • Puranik, C. S., Lonigan, C. J. & Kim, Y. S. (2011). Contributions of emergent literacy skills to name writing, letter writing, and spelling in preschool children. Early Childhood Research Quarterly, 26(4), 465-474. https://doi.org/10.1016/j.ecresq.2011.03.002
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  • Purpura, D. J., Hume, L. E., Sims, D. M. & Lonigan, C. J. (2011). Early literacy and early numeracy: The value of including early literacy skills in the prediction of numeracy development. Journal of Experimental Child Psychology, 110(4), 647-658. https://doi.org/10.1016/j.jecp.2011.07.004
  • Pyle, A. & Bigelow, A. (2015). Play in kindergarten: An interview and observational study in three Canadian classrooms. Early Childhood Education Journal, 43(5), 385-393. https://doi.org/10.1007/s10643-014-0666-1
  • Reese, E., Sparks, A. & Leyva, D. (2010). A review of parent interventions for preschool children’s language and emergent literacy. Journal of Early Childhood Literacy, 10(1), 97–117. https://doi.org/10.1177/1468798409356987
  • Riazi, A., Riazi, F., Yoosfi, R. & Bahmeei, F. (2016). Outdoor difficulties experienced by a group of visually impaired Iranian people. Journal of Current Ophthalmology, 28(2), 85-90. https://doi.org/10.1016/j.joco.2016.04.002
  • Richardson-Gibbs, A. M. & Klein, M. D. (2017). Okul öncesinde bütünleştirmeyi hayata geçirme çocuklar, öğretmenler ve okulları destekleyen stratejileri (H. Bakkaloğlu & B. Sucuoğlu, Çev.). Ankara: Nobel.
  • Rogers, S. J. & Puchalski, C. B. (1984). Development of symbolic play in visually impaired young children. Topics in Early Childhood Special Education, 3(4), 57–63. https://doi.org/10.1177/027112148400300410
  • Rohde, L. (2015). The comprehensive emergent literacy model: Early literacy in context. Sage Open, 5(1), 1-11. https://doi.org/10.1177/2158244015577664
  • Roskos, K., Ergul, C., Bryan, T., Burstein, K., Christie, J. & Han, M. (2008). Who's learning what words and how fast? Preschoolers' vocabulary growth in an early literacy program. Journal of Research in Childhood Education, 22(3), 275-290. https://doi.org/10.1080/02568540809594627
  • Rubia, R. D. (2011). Pre-reading of visually impaired children (visual and tactile real-life experience) summary. https://www.semanticscholar.org/ sayfasından erişilmiştir.
  • Ruin, S., Haegele, J. A., Giese, M. & Baumgärtner, J. (2023). Barriers and challenges for visually impaired students in pe-an interview study with students in Austria, Germany, and the USA. International Journal of Environmental Research and Public Health, 20(22), 7081. https://doi.org/10.3390/ijerph20227081
  • Rvachew, S. & Savage, R. (2006). Preschool foundations of early reading acquisition. Paediatrics & Child Health, 11(9), 589-593. https://doi.org/10.1093/pch/11.9.589
  • Scarborough, H. S. (1998). Early identification of children at risk for reading disabilities: Phonological awareness and some other promising predictors. B. K. Shapiro, P. J. Accardo & A. J. Capute (Ed.), Specific reading disability: A view of the spectrum içinde (s. 75-119). MD: York Press.
  • Schneider, W., Roth, E. & Ennemoser, M. (2000). Training phonological skills and letter knowledge in children at risk for dyslexia: A comparison of three kindergarten intervention programs. Journal of Educational Psychology, 92(2), 284–295. https://doi.org/10.1037/0022-0663.92.2.284
  • Sénéchal, M. & LeFevre, J. A. (2002). Parental involvement in the development of children’s reading skill: A five‐year longitudinal study. Child Development, 73(2), 445-460. https://doi.org/10.1111/1467-8624.00417 Snow, C. E., Barnes, W. S., Chandler, J., Goodman, I. F. & Hemphill, L. (1991). Unfulfilled expectations: home and school influences on literacy. Cambridge, MA: Harvard University Press.
  • Spira, E. G., Bracken, S. S. & Fischel, J. E. (2005). Predicting improvement after first-grade reading difficulties: the effects of oral language, emergent literacy, and behavior skills. Developmental Psychology, 41(1), 225-234. https://doi.org/10.1037/0012-1649.41.1.225
  • Stangl, A., Kim, J. & Yeh, T. (2014). Technology to support emergent literacy skills in young children with visual impairments. CHI'14 Extended Abstracts on Human Factors in Computing Systems’da sunulmuş bildiri, Toronto, Canada. https://doi.org/10.1145/2559206.2581341
  • Stone, J. (1988). Can't I finish the story? Teaching braille to infants. British Journal of Visual Impairment, 6(2), 51-53. https://doi.org/10.1177/026461968800600203
  • Suggate, S., Schaughency, E., McAnally, H. & Reese, E. (2018). From infancy to adolescence: The longitudinal links between vocabulary, early literacy skills, oral narrative, and reading comprehension. Cognitive Development, 47, 82-95. https://doi.org/10.1016/j.cogdev.2018.04.005
  • Sulzby, E. & Teale, W. (1991). Emergent literacy: Handbook of reading research (2. b.). New York: Longman.
  • Tadić, V., Pring, L. & Dale, N. (2010). Are language and social communication intact in children with congenital visual impairment at school age? Journal of Child Psychology and Psychiatry, 51(6), 696-705. https://doi.org/10.1111/j.1469-7610.2009.02200.x
  • Taneri, P. O., Altunoğlu, A., Avcı, E. & Aşiret, S. (2020). Kapsayıcı eğitime yönelik tutum ölçeğinin geliştirilmesi: Geçerlik ve güvenirlik çalışması. 8. Sosyal Beşeri ve Eğitim Bilimleri Kongresi’nde sunulmuş bildiri, İstanbul. http://www.ankad.org/index.php/Ankad/article/view/149/142 sayfasından erişilmiştir.
  • Tanrıverdi A. & Dolunay-Sarıca, A. (2021). Eğitimde bütünleştirme: Kuramsal ve pratik temeller. A. Tanrıverdi & A. Dolunay-Sarıca (Ed.), Eğitimde bütünleştirme herkes için bir okul yaratmak içinde (s. 35-36). Ankara: Nobel Yayıncılık.
  • Treiman, R. & Rodriguez, K. (1999). Young children use letter names in learning to read words. Psychological Science, 10, 334-338. https://doi.org/10.1111/1467-9280.00164
  • Trief, E. & Shaw, R. (2009) Everyday activities to promote visual efficiency: A handbook for working with young children with visual impairments. New York: AFB Press.
  • Trivette, C. M. & Dunst, C. J. (2007). Relative effectiveness of dialogic, interactive, and shared reading interventions. CELL Reviews: Center for Early Literacy Learning, 1(2), 1-12. https://works.bepress.com/carol-trivette/331/ sayfasından erişilmiştir.
  • Vally, Z. (2012). Dialogic reading and child language growth - combating developmental risk in South Africa. South African Journal of Psychology, 42(4), 617-627. https://doi.org/10.1177/008124631204200415
  • Vaughn, S., Linan-Thompson, S., Pollard-Durodola, S. D., Mathes, P. G. & Hagan, E. C. (2001). Effective interventions for English language learners (Spanish-English) at risk for reading difficulties. S. B. Neuman & D. Dickinson (Ed), Handbook of early literacy research içinde (s. 192-193). New York, NY: Guilford.
  • Webster, A. & Roe, J. (1998). Children with visual impairments: Social interaction, language and learning. London: Routledge.
  • Weigel, D. J., Martin, S. S. & Bennett, K. K. (2010). Pathways to literacy: Connections between family assets and preschool children’s emergent literacy skills. Journal of Early Childhood Research, 8(1), 5-22. https://doi.org/10.1177/1476718X09345518
  • Weinberger, J. (1996). Literacy goes to school: The parents' role in young children's literacy learning. London: Paul Chapman.
  • Whitehurst, G. J. & Lonigan, C. J. (1998). Child development and emergent literacy. Child Development, 69, 848-872. https://doi.org/10.1111/j.1467-8624.1998.tb06247.x
  • Whitehurst, G. J., Arnold, D. S., Epstein, J. N., Angell, A. L., Smith, M. & Fischel, J. E. (1994). A picture book reading intervention in day care and home for children from low-income families. Developmental Psychology, 30(5), 679-689. https://doi.org/10.1037/0012-1649.30.5.679
  • Whitehurst, G. J., Falco, F. L., Lonigan, C. N., Fischel, J. E., DeBaryshe, B. D., Valdez-Menchaca, M. C. & Caulfield, M. (1988). Accelerating language development through picture book reading. Developmental Psychology, 24, 552–558. https://doi/10.1037/0012-1649.24.4.552
  • Willings, C. (2017). Early literacy experiences. https://www.teachingvisuallyimpaired.com sayfasından erişilmiştir.
  • Wolfendale, S. (2017). Overview of parental participation in children’s education. K. Topping & S. Wolfendale (Ed.), Parental involvement in children's reading içinde (s. 25-30). New York: Routledge.
  • Yeo, L. S., Ong, W. W. & Ng, C. M. (2014). The home literacy environment and preschool children's reading skills and interest. Early Education and Development, 25(6), 791-814. https://doi.org/10.1080/10409289.2014.862147
  • Yopp, H. K. & Yopp, R. H. (2000). Supporting phonemic awareness development in the classroom. The Reading Teacher, 54(2), 130-143. https://www.jstor.org/stable/pdf/20204888.pdf sayfasından erişilmiştir.
  • Yumuş, M. (2018). Paylaşımlı kitap okuma müdahale programının ebeveynlerin deneyimlerine bebeklerin dil gelişimine ve erken okuryazarlık becerilerine etkisi. (Doktora Tezi). http://www.openaccess.hacettepe.edu.tr sayfasından erişilmiştir.
  • Zihl, J. & Dutton, G. N. (2016). Cerebral visual impairment in children. Vienna: Springer.
  • Zucker, T. A. & Grant, S. L. (2007). Assessment in emergent literacy. K. L. Pence (Ed.), Assessing home supports for literacy içinde (s. 80-180). San Diego: Plural Publishing.
Toplam 140 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Eğitim Üzerine Çalışmalar
Bölüm Makaleler
Yazarlar

Damla Işıtan Kılıç 0000-0002-8431-0748

Çığıl Aykut 0000-0002-0365-9930

Erken Görünüm Tarihi 19 Nisan 2024
Yayımlanma Tarihi 30 Nisan 2024
Gönderilme Tarihi 21 Şubat 2023
Kabul Tarihi 28 Aralık 2023
Yayımlandığı Sayı Yıl 2024 Cilt: 22 Sayı: 1

Kaynak Göster

APA Işıtan Kılıç, D., & Aykut, Ç. (2024). Görme Yetersizliği ve Erken Okuryazarlık Becerileri. Türk Eğitim Bilimleri Dergisi, 22(1), 412-443. https://doi.org/10.37217/tebd.1232040

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