The longitudinal and concurrent predictive role of phonological awareness in literacy development : evidence from Turkish
A large body of research evidence illustrated a strong link between phonological awareness and literacy skills in English. In contrast, the research evidence from transparent alphabetic writing systems with one-to-one relationships between letters and sounds tended to be inconsistent. The primary objective of the thesis was to investigate the role of phonological awareness in literacy skills in the highly transparent writing system of Turkish. Two studies were conducted: In the first study, 55 preliterate children (mean age = 67.43 months, SD = 3.62) were followed from preschool into grade 2. After controlling for nonverbal intelligence, vocabulary, phonological short-term memory and letter knowledge, phonological awareness failed to predict reading skills at grades 1 and 2, but it was the strongest predictor of spelling skills at both testing times. Phonological short-term memory emerged as the strongest predictor of reading speed in this study. The second study investigated the concurrent and longitudinal predictive roles of phonological awareness across the five primary grade levels (mean age range = 79.11 - 124.09 months). Three cohorts of children (N = 158) were tested at grades 1, 2 and 4, and re-tested
BabayigÌit, Selma
The longitudinal and concurrent predictive role of phonological awareness in literacy development : evidence from Turkish. A large body of research evidence illustrated a strong link between phonological awareness and literacy skills in English. In contrast, the research evidence from transparent alphabetic writing systems with one-to-one relationships between letters and sounds tended to be inconsistent. The primary objective of the thesis was to investigate the role of phonological awareness in literacy skills in the highly transparent writing system of Turkish. Two studies were conducted: In the first study, 55 preliterate children (mean age = 67.43 months, SD = 3.62) were followed from preschool into grade 2. After controlling for nonverbal intelligence, vocabulary, phonological short-term memory and letter knowledge, phonological awareness failed to predict reading skills at grades 1 and 2, but it was the strongest predictor of spelling skills at both testing times. Phonological short-term memory emerged as the strongest predictor of reading speed in this study. The second study investigated the concurrent and longitudinal predictive roles of phonological awareness across the five primary grade levels (mean age range = 79.11 - 124.09 months). Three cohorts of children (N = 158) were tested at grades 1, 2 and 4, and re-tested
longitudinal concurrent predictive role phonological awareness literacy development evidence turkish large_body evidence illustrate strong_link phonological_awareness literacy skill english contrast evidence transparent write_system relationship letter sound tend inconsistent primary_objective investigate_role phonological_awareness literacy skills highly transparent write_system turkish study_conduct first study child mean age follow grade control nonverbal intelligence vocabulary phonological short_term memory letter knowledge phonological_awareness fail predict reading skill grade strong predictor spell skill test time phonological short_term memory emerge strong predictor read speed study second study_investigate concurrent longitudinal predictive role phonological awareness across primary grade level mean age_range month cohort child test grade tested