Research Information System
Thesis Type: Postgraduate
Institution Of The Thesis: Gazi University, Turkey
Approval Date: 2016
Thesis Language: Turkish
Student: Merve Demir
Supervisor: ARZU DOĞANAY BİLGİ
Open Archive Collection: AVESIS Open Access Collection
Abstract:In this study, it was studied whether print-enriched plays are effective in gaining writing awareness ability for kindergarten students with mild intellectual disability. The participants were three students with mild intellectual disability between 50 to 83 months old. In the study, multiple probe with probe trials, which is one of the single subject design, was used. The study was carried out in three steps; determination of baseline, instruction of print-enriched plays and evaluation of process at the end of the instruction. Teaching was comprised of eight sessions with one play for each session and eight print enriched plays in total. Even though the plays were appropriate for the age and performance of kindergarten students, some print items and instructive print awareness objects were placed in to them. Research data were collected by using "Pre-school Period Word and Text Awareness Assessment Tool". The data were interpreted by visual analysis. As a result of the research, it was stated that print-enriched plays are effective in improving print awareness ability of the kindergarten students with mild intellectual disability and in maintaining this ability from 3 to 6 weeks. In addition, at the end of the study, social validity data were collected from teachers of the students. In face-to-face interviews, teachers stated positive opinions about the purpose, method and results of study. They mentioned that gaining print awareness ability such as introducing words, letters and the way of writing helps students in learning literacy with ease in the future and affects students' interests and attitudes of literacy in a positive way.