Longitudinal study on early literacy and subsequent performance in Turkish low-SES children

IF 3.2 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly Pub Date : 2025-01-23 DOI:10.1016/j.ecresq.2025.01.002

Fatma Elif Ergin, Hatice Merve İmir, K. Büşra Kaynak-Ekici, Nursel Bektaş, Şerife Çamurcu, Rüveyda Kurnaz, Burçin Aysu

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Abstract

This longitudinal study examines the predictive role of early literacy on subsequent literacy outcomes in Turkish-speaking children from low socioeconomic backgrounds. Following 292 children from preschool to first grade, it highlights early literacy proficiency as a strong predictor of later reading ability. Regarding writing skills, phonological awareness, expressive language, listening comprehension, and letter recognition are crucial indicators, with variations across measures. The study underscores the importance of these factors while noting non-significant correlations between letter knowledge and reading. It reveals deficiencies in letter knowledge among low-socioeconomic status (SES) preschoolers, attributed to limitations in the national preschool program and potential disparities in life experiences. This research advances understanding of literacy development in low SES contexts, advocating for a reevaluation of national preschool education program and emphasizing the need for ongoing support and research in impoverished communities to improve literacy outcomes.

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土耳其低社会经济地位儿童早期读写能力及后续表现的纵向研究

这项纵向研究考察了早期识字对来自低社会经济背景的土耳其语儿童后续识字结果的预测作用。该研究追踪了292名从学前班到一年级的儿童，强调早期读写能力是日后阅读能力的重要预测指标。在写作技能方面，语音意识、表达性语言、听力理解和字母识别是至关重要的指标，在不同的测试中存在差异。该研究强调了这些因素的重要性，同时指出字母知识和阅读之间没有显著的相关性。它揭示了低社会经济地位（SES）学龄前儿童在字母知识方面的缺陷，这归因于国家学前教育计划的局限性和生活经验的潜在差异。本研究促进了对低社会经济地位背景下的读写能力发展的理解，倡导重新评估国家学前教育计划，并强调需要在贫困社区进行持续的支持和研究，以提高读写能力的成果。

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来源期刊

Early Childhood Research Quarterly Multiple-

CiteScore

7.00

自引率

8.10%

发文量

109

期刊介绍： For over twenty years, Early Childhood Research Quarterly (ECRQ) has influenced the field of early childhood education and development through the publication of empirical research that meets the highest standards of scholarly and practical significance. ECRQ publishes predominantly empirical research (quantitative or qualitative methods) on issues of interest to early childhood development, theory, and educational practice (Birth through 8 years of age). The journal also occasionally publishes practitioner and/or policy perspectives, book reviews, and significant reviews of research. As an applied journal, we are interested in work that has social, policy, and educational relevance and implications and work that strengthens links between research and practice.