Akademik Veri Yönetim Sistemi
Elementary Education Online, cilt.15, sa.1, ss.251-272, 2016 (Scopus)
© 2015, Ankara University. All rights reserved.This study aimed to determine the effects of phonological awareness skills on students’ reading and reading comprehension performances. Participants were 85 students (45 of whom have proficient phonological awareness skills, 40 of whom have poor phonological awareness skills) from kindergarten classes. Two testing procedure were run in the study. Firstly, participants’ phonological abilities were tested when they were in kindergarten classes, then their reading and reading comprehension performances when they were at first grade. Three independent subtests (Phonological Awareness Test, Word Reading Test and Text Reading and Reading Comprehension Test) were used to evaluate the participants’ phonological awareness, reading and reading comprehension skills. All the testing sessions were carried out in a quiet room located on the school grounds of the tested participants, individually. One-Way Anova, two factors MANOVA and Kruskal-Wallis H Test were used to analyze the data gathered from participants’ reading and reading comprehension performances. Findings from the present study indeed point that although participants with proficient phonological skills have similar reading accuracy with the participants with poor phonological abilities, they had better reading fluency and reading comprehension performances. All these findings are discussed with reference to the levels of phonological abilities of the participants.