Abstract:

In the period before the start of elementary school, some skills and cognitive skills that are the basis for reading and writing influence the success of reading in the learning process. One of these skills that make the basis for reading writing is the phonological processing skills. This study has studied the state of reading success in children with mother-in-Turkish in the early and spring periods of the mother's phonological processing skills (sensitivity awareness, fast naming and phonological memory) in the learning stage of reading. The participants of the study consisted of 392 children from 45 schools representing the lower, middle and upper socioeconomic levels in the province of Ankara, selected through unselective sampling and age ranges from 56.74 to 70.75 months (Ort = 66.24, SS = 3.64) . The evaluations were carried out in the maternal period (A1), in the maternal spring period (A2) and at the end of the maternal period (I1) of the first class, which is the process of learning to read. In A1 and A2, children’s phonological processing skills were evaluated, and in I1 they were reading skills. The state of phonological processing skills, the success of reading, is studied using the structural equality model. Analysis found that the average levels of vocal awareness, fast naming and phonological memory skills increased over time, and that these skills contributed to the reading skills at different levels. The findings show important findings from the developmental point of view concerning the early-term donors of the English-speaking children’s reading skills.

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