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Erken Okuryazarlık Becerileri ve Desteklenmesi & Filiz Erbay
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Erken Okuryazarlık Becerileri ve Desteklenmesi & Filiz Erbay
Editör:
Prof. Dr. Filiz ERBAY
Yazarlar:
Prof. Dr. Filiz ERBAY
Prof. Dr. Hatice Zeynep ŞAHİN NAN
Prof. Dr. Hülya GÜLAY OGELMAN
Prof. Dr. Vesile Yıldız DEMİRTAŞ
Doç. Dr. Arzu DOĞANAY BİLGİ
Doç. Dr. Gökhan KAYILI
Doç. Dr. Gözde İNAL KIZILTEPE
Doç. Dr. Neslihan DURMUŞOĞLU SALTALI
Doç. Dr. Seher ÇETİNKAYA
Doç. Dr. Sema BÜYÜKTAŞKAPU SOYDAN
Doç. Dr. Sezai KOÇYİĞİT
Dr. Öğr. Üyesi Asya ÇETİN
Dr. Öğr. Üyesi Halime Miray SÜMER DODUR
Dr. Öğr. Üyesi Özden KUŞCU
Dr. Öğr. Üyesi Sema UZ HASIRCI
Dr. Öğr. Üyesi Şaziye SEÇKİN YILMAZ
Dr. Öğrt. Üyesi Hande GÜNGÖR
Yrd. Doç. Dr. Dervişe AMCA TOKLU
Arş. Gör. Ayşenur ÇELİK ŞAHİN
Arş. Gör. Dr. Filiz KARADAĞ
Arş. Gör. İsmail Berat UZUN
Bil. Uzm. Seden ABACI KARADENİZ
Araş. Gör. Davut ASLAN
Öğr. Gör. Hatice BEŞİR
ÖN SÖZ
One of the primary functions of a society is education of its young. Parents are
children’s first and most important teachers, but in our technological world, schools
play a critical role. Reading is the most important ability that schools develop; it is
of foundational importance for participation in our 21st century world. For decades
educators have sought to devise methods of teaching reading that ensure that all
children acquire the needed skills, yet success has been elusive in many countries,
including the United States and Turkey. The Programme for International Assessment
(PISA) tracks the success in countries around the world. In its most recent report in
2018, it found that Turkey made astounding gains in mathematics, but none in reading
(Schliecher, 2019).
Why is so difficult to make substantial gains with reading instruction? There are
three answers to this profoundly difficult question. First, reading is a complex process
that we only recently are coming to understand. Second, development of the reading
ability required to function in our complex world draws on language and cognitive
capacities that are nourished both in homes and in schools, with the foundations for
later success being laid before children begin formal education. Third, our pedagogical
approaches do not fully incorporate the knowledge we have gained about the reading
process and the most efficient ways to speed its development. This volume,
Erken Okuryazarlık Becerileri ve Desteklenmesi, advances understanding in Turkey of
the early phase of literacy development that is of fundamental importance because it
sets the stage for acquisition of advanced reading ability.
Decades of research have clearly established that reading draws on code-based
skills that include phonemic awareness, and the basic knowledge and strategies needed
to associate letters with sounds and words. It also is well established that language
is the critical determinant of the ability to read and write complex texts (Dickinson
& Morse, 2019). These language abilities include vocabulary, ability to understand and
use sophisticated syntax, and to understand and produce discourse of varied kinds.
Each of these aspects of reading are addressed in this book, ensuring scholars and
educators are provided a balanced introduction to early reading.
The focus on early reading is very important. Language skills and reading ability
at the end of the early grades are highly predictive of long-term reading. But the language
abilities needed for successful reading are first fostered in homes. Parents who
are well educated and affluent typically offer the type of support for the skill children
require for school success, but those with limited education and resources often are
iv
less successful. An analysis of data from the 2018 PISA study found that "the 10% most socioeconomically advantaged students outperformed their 10% most disadvantaged counterparts in reading … [by] the equivalent of over three years of schooling (p.5, Schliecher, 2019). Recognition of this fact should policy makers and educators to the need for efforts to offer early support for reading-related skills to these populations. Energetic steps are needed to target immigrants, parents with limited educations, those whose first language is not Turkish, and those with special needs. They depend on schools and community programs to offer children the experiences and instruction their children require.
This volume is rich with guidance for translating scholarly knowledge into pedagogy.
Of particular importance is the fact that the topics addressed include the basic skills of phonemic awareness and decoding, but also language and writing, both of are often neglected in many early grade classrooms. Also, one chapter addresses play, something too often lacking in classrooms, yet it can be a very effective way to build language. While only one chapter is dedicated to this topic, I hope that educators strive to incorporate playful elements into all their instruction.
With its mixture of theory and practice, its breadth, and its balanced coverage of ingredients required to support early reading, Erken Okuryazarlık Becerileri ve Desteklenmesi provides a strong foundation for those wishing to understand both how literacy develops and how it can be fostered.
PhD. David K. Dickinson / USA
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