Longitudinal investigation of endogenous and exogenous predictors of early literacy in Turkish-speaking kindergartners

Ergül C., Ökcün Akçamuş M. Ç., Akoğlu G., Demir E., Kılıç Tülü B., Bahap Kudret Z.

EARLY CHILD DEVELOPMENT AND CARE, cilt.191, sa.10, ss.1651-1667, 2021 (SSCI) identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 191 Sayı: 10
  • Basım Tarihi: 2021
  • Doi Numarası: 10.1080/03004430.2019.1670654
  • Dergi Adı: EARLY CHILD DEVELOPMENT AND CARE
  • Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, Academic Search Premier, ASSIA, IBZ Online, International Bibliography of Social Sciences, Child Development & Adolescent Studies, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), Linguistics & Language Behavior Abstracts, MLA - Modern Language Association Database, Psycinfo
  • Sayfa Sayıları: ss.1651-1667
  • Anahtar Kelimeler: Early literacy, working memory, language development, home literacy environment, longitudinal prediction, CHILDRENS PHONOLOGICAL AWARENESS, ORAL LANGUAGE-SKILLS, SHORT-TERM-MEMORY, HOME LITERACY, EMERGENT LITERACY, PRESCHOOL-CHILDREN, WORKING-MEMORY, VOCABULARY ACQUISITION, READING DEVELOPMENT, ENVIRONMENT
  • Ankara Üniversitesi Adresli: Evet

Özet

This study investigated endogenous and exogenous predictors of early literacy in Turkish-speaking children. Whether children's language and working memory performances (as the endogenous factors) and home literacy environment (as the exogenous factor) in the beginning of kindergarten predict the children's current and year-end early literacy skills (phonological awareness, letter knowledge, receptive and expressive vocabulary) was examined. The participants consisted of 441 kindergarten children. Results showed that language development, working memory, and home reading environment predicted children's both current and year-end phonological awareness. Language and home writing activities were significant predictors of the year-end letter knowledge. Working memory was a significant predictor for both the current and year-end letter knowledge. Language, working memory and home reading environment significantly predicted the acquisition of receptive and expressive vocabulary. In conclusion, results suggest that each of the early literacy skills is related to both the developmental characteristics of children and their home literacy environment.