Özet:

This study aims to study the relationship between parents’ practices on read and writing preparation and children’s word writing awareness skills. The sample of the research carried out using the correlational research model is made up of the parents of 224 children and 180 children, identified by the simple non-selective sample method of 60-84 months of children in the pre-school education institutions located in Aksaray province. The research data was collected with the read and writing preparation survey and the word writing awareness assessment tool. The research has found that parents find and practice the activities and structured activities related to story books more important than read and writing preparation activities. The child’s word-writing awareness is set to be high and the sub-dimensional points of the word-writing concepts are high and the sub-dimensional points of the word-writing concepts are medium. The frequency of parents performing read and writing preparation activities with their children and the child’s word writing awareness skills have a positive, low-level meaningful relationship.

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