- Akçay, A. (2016). Okulöncesi eğitimi almanın öğrencilerin dil becerilerinin gelişimine etkisi. Electronic Turkish Studies, 11(3).15-28. http://dx.doi.org/10.7827/TurkishStudies.9333 [Google Scholar]
- Ayre, C., & Scally, A. J. (2014). Critical values for Lawshe’s content validity ratio: revisiting the original methods of calculation. Measurement and Evaluation in Counseling and Development, 47(1), 79–86. https://doi.org/10.1177/0748175613513808 [Google Scholar] [Crossref]
- Barnett, W. S. (1992). Benefits of compensatory preschool education. Journal of Human Resources, 27(2), 279-312. https://doi.org/10.2307/145736 [Google Scholar] [Crossref]
- Benavot, A. (2015). Literacy in the 21st century: Towards a dynamic nexus of social relations. International Review of Education, 61(3), 273-294. https://doi.org/10.1007/s11159-015-9463-3 [Google Scholar] [Crossref]
- Bozgün, K., & Uluçınar-Sağır, Ş. (2018). Okuma yazmayı öğrenme sürecinde okul öncesi eğitimin etkisi. 2. In International Symposium on Innovative Approaches in Scientific Studies, (pp. 1110-1115). [Google Scholar]
- Browne, M. W., & Cudeck, R. (1992). Alternative ways of assessing model fit. Sociological methods & research, 21(2), 230-258. https://doi.org/10.1177/0049124192021002005 [Google Scholar] [Crossref]
- Bryant, P. E., MacLean, M., Bradley, L. L., & Crossland, J. (1990). Rhyme and alliteration, phoneme detection, and learning to read. Developmental psychology, 26(3), 429-438. https://doi.org/10.1037/0012-1649.26.3.429 [Google Scholar] [Crossref]
- Bus, A. G., Van-Ijzendoorn, M. H., & Pellegrini, A. D. (1995). Joint book reading makes for success in learning to read: A meta-analysis on intergenerational transmission of literacy. Review of Educational Research, 65(1), 1-21. https://doi.org/10.3102/00346543065001001 [Google Scholar] [Crossref]
- Büyüköztürk, Ş. (2007). Sosyal bilimler için veri analizi el kitabı. Pegema Yayıncılık. [Google Scholar]
- Byrne, B. M. (2005). Factor analytic models: Viewing the structure of an assessment instrument from three perspectives. Journal of personality assessment, 85(1), 17-32. https://doi.org/10.1207/s15327752jpa8501_02 [Google Scholar] [Crossref]
- Canbulat, T., & Kırıktaş, H. (2016). İlkokula hazır bulunuşluk ölçeği’nin geliştirilmesi: Geçerlik ve güvenilirlik çalışması. Academia Eğitim Araştırmaları Dergisi, 1(1), 26-35. [Google Scholar]
- Carroll, J. M., & Snowling, M. J. (2004). Language and phonological skills in children at high risk of reading difficulties. Journal of Child Psychology and Psychiatry, 45(3), 631-640. https://doi.org/10.1111/j.1469-7610.2004.00252.x [Google Scholar] [Crossref]
- Chan, W. L. (2010). The transition from kindergarten to primary school, as experienced by teachers, parents and children in Hong Kong. Early Child Development and Care, 180(7), 973-993. https://doi.org/10.1080/03004430802586130 [Google Scholar] [Crossref]
- Chan, W. L. (2012). Expectations for the transition from kindergarten to primary school amongst teachers, parents and children. Early Child Development and Care, 182(5), 639-664. https://doi.org/10.1080/03004430.2011.569543 [Google Scholar] [Crossref]
- Connor, C. M., Son, S. H., Hindman, A. H., & Morrison, F. J. (2005). Teacher qualifications, classroom practices, family characteristics, and preschool experience: Complex effects on first graders' vocabulary and early reading outcomes. Journal of School Psychology, 43(4), 343-375. https://doi.org/10.1016/j.jsp.2005.06.001 [Google Scholar] [Crossref]
- Creswell, J.W. (2015). A concise introduction to mixed methods research. California: Sage Publications. [Google Scholar]
- Delican, B., & Ateş, S. (2021). Erken okuryazarlık gelişimini belirleme aracının geliştirilmesi. Cumhuriyet International Journal of Education, 10(1), 159-180. http://dx.doi.org/10.30703/cije.704440 [Google Scholar]
- Deveci, İ., & Kavak, S. (2020). Ortaokul öğrencilerinin yenilikçilik algıları ve yenilikçi düşünme eğilimleri: Bir keşfedici ardışık desen. Eğitimde Nitel Araştırmalar Dergisi-Journal of Qualitative Research in Education, 8(1), 346-378. https://doi.org/10.14689/issn.2148-2624.1.8c.1s.15m [Google Scholar] [Crossref]
- Einarsdottir, J. (2006). From pre‐school to primary school: When different contexts meet. Scandinavian Journal of Educational Research, 50(2), 165-184. https://doi.org/10.1080/00313830600575965 [Google Scholar] [Crossref]
- Erbasan, Ö., & Erbasan, Ü. (2020). Sınıf öğretmenlerinin ilk okuma yazma öğretimi sürecinde karşılaştığı sorunlar. Ana Dili Eğitimi Dergisi, 8(1), 113-125. [Google Scholar]
- Erdoğan, T., Özen-Altınkaynak, Ş., & Erdoğan, Ö. (2013). Okul öncesi öğretmenlerinin okuma-yazmaya hazırlığa yönelik yaptıkları çalışmaların incelenmesi. İlkogretim Online, 12(4), 1188-1199. [Google Scholar]
- Ertürk-Kara, H. G. (2019). Okul öncesi dönemde çocuğa evde sunulan desteğin okuma yazmaya hazırlık ve Matematik becerileri bağlamında incelenmesi. Bayburt Eğitim Fakültesi Dergisi, 14(27), 87-105. https://doi.org/10.35675/befdergi.422261 [Google Scholar] [Crossref]
- Evans, M. A., Shaw, D., & Bell, M. (2000). Home literacy activities and their influence on early literacy skills. Canadian Journal of Experimental Psychology/Revue Canadienne dePpsychologie Expérimentale, 54(2), 65. https://doi.org/10.1037/h0087330 [Google Scholar] [Crossref]
- Fridani, L. (2020). Mothers’ perspectives and engagements in supporting children’s readiness and transition to primary school in Indonesia. Education 3(13), 1-12. https://doi.org/10.1080/03004279.2020.1795901 [Google Scholar] [Crossref]
- Güneyli, A., & Baykent-Özyel, N. (2016). Yazmaya hazırlık temelinde yazı-çizgi çalışmalarına ilişkin öğretmen görüşleri: Kıbrıs örneği. Turkish Studies, 11(3), 1203-1228. http://dx.doi.org/10.7827/TurkishStudies.9249 [Google Scholar]
- Gürbüz, S. (2019). Amos ile yapısal eşitlik modellemesi. Seçkin Yayıncılık. [Google Scholar]
- Hanemann, U. (2015). Lifelong literacy: Some trends and issues in conceptualising and operationalising literacy from a lifelong learning perspective. International Review of Education, 61(3), 295-326. https://doi.org/10.1007/s11159-015-9490-0 [Google Scholar] [Crossref]
- Hanemann, U., & McKay, V. (2015). Lifelong literacy: Towards a new agenda. International Review of Education, 61(3), 265–272. https://doi.org/10.1007/s11159-015-9497-6 [Google Scholar] [Crossref]
- Jackson, B., Larzelere, R., Clair, L. S., Corr, M., Fichter, C., & Egertson, H. (2006). The impact of HeadsUp! Reading on early childhood educators’ literacy practices and preschool children's literacy skills. Early Childhood Research Quarterly, 21(2), 213-226. https://doi.org/10.1016/j.ecresq.2006.04.005 [Google Scholar] [Crossref]
- Jones, C. D., & Reutzel, D. R. (2015) Write to read: Investigating the reading-Writing relationship of code-level early literacy skills, Reading & Writing Quarterly, 31(4), 297-315. https://doi.org/10.1080/10573569.2013.850461 [Google Scholar] [Crossref]
- Justice, L. M., Invernizzi, M. A., & Meier, J. D. (2002). Designing and implementing an early literacy screening protocol: Suggestions for the speech-language pathologist. Language, Speech, and Hearing Services in Schools, 33(2), 84–101. https://doi.org/10.1044/0161-1461(2002/007) [Google Scholar] [Crossref]
- Kırat, E., & Güven, B. (2021). Okul öncesi eğitimden ilkokula geçiş ve kurumlar arası işbirliği konusunda sınıf öğretmenlerinin görüşlerinin incelenmesi (Çanakkale ili örneği). Route Educational & Social Science Journal, 8(2), 167-182. [Google Scholar]
- Koçyiğit, S. (2009). İlköğretim birinci sınıf öğretmenlerinin ve ebeveynlerin görüşleri ışığında okula hazır bulunuşluk olgusu ve okul öncesi eğitime ilişkin sonuçları [Unpublished doctoral dissertation]. Selcuk University. [Google Scholar]
- Korucu, I., & Schmitt, S. A. (2020). Continuity and change in the home environment: Associations with school readiness. Early Childhood Research Quarterly, 53(4), 97-107. https://doi.org/10.1016/j.ecresq.2020.03.002 [Google Scholar] [Crossref]
- Lawshe, C. H. (1975). A quantitative approach to content validity. Personnel psychology, 28(4), 563-575. [Google Scholar]
- Lim-Ratnam, C. (2013). Tensions in defining quality pre-school education: The Singapore Context. Educational Review, 65(4), 416-431. https://doi.org/10.1080/00131911.2012.707641 [Google Scholar] [Crossref]
- McNaughton, D., Hamlin, D., McCarthy, J., Head-Reeves, D., & Schreiner, M. (2008). Learning to listen: Teaching an active listening strategy to preservice education professionals. Topics in Early Childhood Special Education, 27(4), 223-231. https://doi.org/10.1177/0271121407311241 [Google Scholar] [Crossref]
- MoNE (2013). Okul Öncesi Eğitim Programı. https://tegm.meb.gov.tr. [Google Scholar]
- MoNE (2019). İlköğretim Türkçe dersi öğretim programı ve kılavuzu (1-5. Sınıflar). http://mufredat.meb.gov.tr. [Google Scholar]
- Michaels, S. (1986). Narrative Presentations: An Oral Preparation for Literacy with First Graders. In The Social Construction of Literacy, edited by J. Cook-Gumperz, 94-116. Cambridge: Cambridge University Press. [Google Scholar]
- Miles, M. B., & Huberman, A. M. (2015). Nitel veri analizi. (Sadegül Akbaba Altun & Ali Ersoy, Çev. Ed.). Pegema Yayınları. [Google Scholar]
- Missall, K., Reschly, A., Betts, J., McConnell, S., Heistad, D., Pickart, M., ... & Marston, D. (2007). Examination of the predictive validity of preschool early literacy skills. School Psychology Review, 36(3), 433-452. https://doi.org/10.1080/02796015.2007.12087932 [Google Scholar] [Crossref]
- Niikko, A., & Havu‐Nuutinen, S. (2009). In search of quality in Finnish pre‐school education. Scandinavian Journal of Educational Research, 53(5), 431-445. https://doi.org/10.1080/00313830903180711 [Google Scholar] [Crossref]
- O'connor, R. E., Notari-Syverson, A., & Vadasy, P. F. (1996). Ladders to literacy: The effects of teacher-led phonological activities for kindergarten children with and without disabilities. Exceptional children, 63(1), 117-130. https://doi.org/10.1080/00313830903180711 [Google Scholar] [Crossref]
- Pekdoğan, S. (2017). Sınıf öğretmenlerinin ilkokula hazırlık sürecinde okul öncesi eğitimden beklentileri. Yaşadıkça Eğitim Dergisi, 31(2), 11-22. [Google Scholar]
- Plaza, M., & Cohen, H. (2003). The interaction between phonological processing, syntactic awareness, and naming speed in the reading and spelling performance of first-grade children. Brain and Cognition, 53(2), 287-292. https://doi.org/10.1016/S0278-2626(03)00128-3 [Google Scholar] [Crossref]
- Pullen, P. C., & Justice, L. M. (2003). Enhancing phonological awareness, print awareness and oral language skills in preschool children. Intervention in School and Clinic, 39(2), 87-98. https://doi.org/10.1177/10534512030390020401 [Google Scholar] [Crossref]
- Raseroka, K. (2003). Libraries for lifelong literacy: IFLA presidential theme 2003-2005. IFLA Journal, 29(2), 109-112. [Google Scholar]
- Reis, E. M. (1989). Activities for improving the handwriting of learning-disabled students. The Clearing House, 62(5), 217-219. https://doi.org/10.1080/00098655.1989.10114054 [Google Scholar] [Crossref]
- Official Gazette (2019). 2020 Yılı Cumhurbaşkanlığı Yıllık Programı. Kabul Tarihi: 04/11/2019. [Google Scholar]
- Sandstrom, H. (2012). The characteristics and quality of pre-school education in Spain. International Journal of Early Years Education, 20(2), 130-158. https://doi.org/10.1080/09669760.2012.715012 [Google Scholar] [Crossref]
- Sarı, M., Canoğulları, E., & Yıldız, E. (2018). Öğretmenlerin okul yaşam kalitesi algıları ile mesleki motivasyon düzeylerinin incelenmesi. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, (47), 387-409. https://doi.org/10.21764/maeuefd.364454 [Google Scholar] [Crossref]
- Sarıçelik, S., & Saban, A. (2021). Sınıf öğretmenlerinin zor çocuk algıları: Fenomenolojik bir çalışma. Journal of Qualitative Research in Education, 25(1), 1-28. https://doi.org/10.14689/enad.25.1 [Google Scholar] [Crossref]
- Schermelleh-Engel, K., & Moosbrugger, H., (2003). Evaluating the fit of structural equation models: tests of significance and descriptive goodness-of-fit measures. Methods of Psychological Research Online, 8(2), 23-74. [Google Scholar]
- Seçer, İ. (2013). SPSS ve LISREL ile pratik veri analizi. Anı Yayıncılık. [Google Scholar]
- Sligo, F., Watson, B., Murray, N., Comrie, M., Vaccarino, F., & Tilley, R. (2007). Lifelong literacy: Issues of strategy. Department of Communication and Journalism, Massey University, New Zealand. ISBN 978-0-9582646-5-5. Series: Adult Literacy and Employment in Wanganui 0701 ISSN 1176-9807. [Google Scholar]
- Stewart, D. (2016). Preparing early learners for kindergarten success [Unpublished doctoral dissertation]. Walden University. [Google Scholar]
- Sümer, N. (2000). Yapısal eşitlik modelleri: Temel kavramlar ve örnek uygulamalar. Türk Psikoloji Yazıları. 3(6), 49-74. [Google Scholar]
- Şenol, F. B., & Akyol, T. (2021). Examining early literacy skills of children aged 60-72 months in terms of certain socio-demographic characteristics: Examining early literacy skills of children. International Journal of Curriculum and Instruction, 13(2), 1724-1741. [Google Scholar]
- Tantekin-Erden, F., & Altun, D. (2014). Sınıf öğretmenlerinin okul öncesi eğitim ve ilköğretime geçiş süreci hakkındaki görüşlerinin incelenmesi. İlköğretim Online, 13(2), 481-502. [Google Scholar]
- Taşkın, N., Katrancı, M., & Uygun, M. (2014). Okul öncesi ve sınıf öğretmenlerinin okul öncesindeki okuma-yazmaya hazırlık sürecine ilişkin görüşleri. Eğitimde Kuram ve Uygulama, 10(4), 1102-1119. [Google Scholar]
- Taşkın, N., Sak, R., & Şahin-Sak, İ. (2015). Okul öncesi dönemde okuma yazma öğretimi: öğretmen görüşleri. Hacettepe Üniversitesi Sağlık Bilimleri Fakültesi Dergisi, 1(2), 329-338. [Google Scholar]
- Taylor, R. T., & McAtee, R. (2003). Turning a new page to life and literacy. Journal of Adolescent & Adult Literacy, 46(6), 476-480. [Google Scholar]
- Temple, J. A., & Reynolds, A. J. (2007). Benefits and costs of investments in preschool education: Evidence from the Child–Parent Centers and related programs. Economics of Education Review, 26(1), 126-144. https://doi.org/10.1016/j.econedurev.2005.11.004 [Google Scholar] [Crossref]
- Templeton, S. (1986). Literacy, readiness, and basals. The Reading Teacher, 39(5), 403-409. http://www.jstor.org/stable/20199110 [Google Scholar]
- Vandergrift, L. (2004). Listening to learn or learning to listen?Annual Review of Applied Linguistics, 24(1), 3-25. https://doi.org/10.1017/S0267190504000017 [Google Scholar] [Crossref]
- Weigel, D. J., Martin, S. S., & Lowman, J. L. (2017). Assessing the early literacy skills of toddlers: the development of four foundational measures. Early Child Development and Care, 187(3-4), 744-755. https://doi.org/10.1080/03004430.2016.1236089 [Google Scholar] [Crossref]
- Yapıcı, M., & Ulu, F. B. (2010). İlköğretim 1. sınıf öğretmenlerinin okul öncesi öğretmenlerinden beklentileri. Kuramsal Eğitimbilim Dergisi, 3(1), 43-55. [Google Scholar]
- Yaraş, Z., & Turan, M. (2021). Sınıf yönetimi engeli olarak istenmeyen davranışlar: Kalitatif bir değerlendirme. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 58, 573-600. https://doi.org/10.21764/maeuefd.755102 [Google Scholar] [Crossref]
- Yıldırım, A., & Şimşek, H. (2008). Sosyal bilimlerde nitel araştırma yöntemleri. Seçkin Yayınları. [Google Scholar]
- Yoshikawa, H., Weiland, C., Brooks-Gunn, J., Burchinal, M. R., Espinosa, L. M., Gormley, W. T., Ludwig, J., Magnuson, K. A., Philips, D., & Zaslow, M. J. (2013). Investing in our future: The vvidence base on preschool education. Foundation for Child Development and Ann Arbor. MI: Society for Research in Child Development. [Google Scholar]
|