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Bu araştırmada sesbilgisel farkındalık becerilerine yönelik geliştirilen SESFAR müdahale programının, zayıf sesbilgisel farkındalık becerilerine sahip olan 5 yaş grubu çocukları üzerindeki etkisinin incelenmesi amaçlanmaktadır. Zayıf sesbilgisel farkındalık becerilerine yönelik hazırlanan müdahale programının içeriğini sözcükleri hecelerine ayırma, heceleri birleştirme, cümleyi sözcüklere ayırma, uyak farkındalığı, ilk sese göre eşleştirme, son sese göre eşleştirme, sözcüklerin ilk sesini atma ve sözcüklerin son sesini atma becerilerini destekleyen 8 beceri alanını kapsayan ve her bir beceriye ait 9 etkinlik bulunan toplam 72 etkinlik ve 595 adet görsel oluşturmaktadır. SESFAR müdahale programı modüler programlama yaklaşımı kullanılarak hazırlanmış ve doğrudan öğretim yöntemi aşamalarına göre uygulanmıştır. Araştırmada gözlemciler arası güvenirlik ve uygulama güvenirliği verileri analiz edilmiş ve yüksek güvenirlik bulguları elde edilmiştir. Araştırma bulgularında; gruplar arası karşılaştırmalarda Mann Whitney U testi kullanılmış olup deney ve kontrol grubunun sontest puanları arasında istatistiksel olarak anlamlı fark olduğu belirlenmiştir. Sonuç olarak uygulanan SESFAR müdahale programının zayıf sesbilgisel farkındalık becerilerine sahip çocuklar üzerinde etkili olduğunu göstermektedir.
The aim of this study is to investigate the impact of the SESFAR intervention program towards phonological awareness skills on 5-year-old children with weak phonological awareness skills. The content of the intervention program designed for weak phonological awareness skills includes 8 skill areas that support the ability to segmenting words into syllables, syllable blending, rhyming, match the first sound, match the last sound, throw the first sound of words and throw the last sound of words out and 9 activities for each skill, totally 72 activities and 595 illustrations.SESFAR intervention program was prepared by using modular programming approach and was applied according to direct teaching method steps. Inter-observer reliability and application reliability data were analyzed in the study and high reliability findings were obtained. In the research findings; Mann Whitney U test was used in the comparisons between the groups and it was determined that there was a statistically significant difference between the posttest scores of the experimental and control groups. Consequently, SESFAR intervention program is effective on children with weak phonetic awareness skills.
The aim of this study is to investigate the impact of the SESFAR intervention program towards phonological awareness skills on 5-year-old children with weak phonological awareness skills. The content of the intervention program designed for weak phonological awareness skills includes 8 skill areas that support the ability to segmenting words into syllables, syllable blending, rhyming, match the first sound, match the last sound, throw the first sound of words and throw the last sound of words out and 9 activities for each skill, totally 72 activities and 595 illustrations.SESFAR intervention program was prepared by using modular programming approach and was applied according to direct teaching method steps. Inter-observer reliability and application reliability data were analyzed in the study and high reliability findings were obtained. In the research findings; Mann Whitney U test was used in the comparisons between the groups and it was determined that there was a statistically significant difference between the posttest scores of the experimental and control groups. Consequently, SESFAR intervention program is effective on children with weak phonetic awareness skills.
Field : Eğitim Bilimleri
Journal Type : Uluslararası
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