Özet:

The research aims to investigate the Effect of Visual Perception Supported Reading and Writing Readiness Activities on Writing Awareness. For this purpose, the design of the study is structured as a quasi-experimental pre-test post-test control group design. The study group consists of a total of 66 children, divided into experimental (33) and control (33) groups. As a data collection tool, the "Personal Information Form" and the “The Control List for The Evaluation of The Print Awareness of Pre-School Children" developed by Şimşek Çetin and Alisinanoğlu (2013) were used. "Visual Perception Supported Writing Awareness Activities", focusing on supporting preschool children's writing awareness skills, were conducted as a total of 18 activities, three days a week over a period of six weeks. Differences between pre-test and post-test results were evaluated using independent sample t-tests. Additionally, a t-test was conducted within the experimental group to compare the performance of children who participated in the activities with those in the control group. The research findings indicate that the use of objects with various shapes, textures, and colors, as well as activities emphasizing hand-eye coordination and highlighting similarities and differences, significantly support understanding the relationships and differences between letters and words in writing. Therefore, these types of activities are considered to contribute to the development of writing awareness skills.

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