Investigation of Parental Early Literacy Beliefs and Early Literacy Home Environment of the Children with Developmental Disability and Typical Development

KARAAHMETOĞLU B., Turan F.

HACETTEPE UNIVERSITESI EGITIM FAKULTESI DERGISI-HACETTEPE UNIVERSITY JOURNAL OF EDUCATION, cilt.35, sa.2, ss.243-253, 2020 (ESCI) identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 35 Sayı: 2
  • Basım Tarihi: 2020
  • Doi Numarası: 10.16986/huje.2019051687
  • Dergi Adı: HACETTEPE UNIVERSITESI EGITIM FAKULTESI DERGISI-HACETTEPE UNIVERSITY JOURNAL OF EDUCATION
  • Derginin Tarandığı İndeksler: Emerging Sources Citation Index (ESCI), Scopus, TR DİZİN (ULAKBİM)
  • Sayfa Sayıları: ss.243-253
  • Anahtar Kelimeler: Early literacy, early literacy beliefs, early literacy home environment, developmental disability, PRESCHOOL-CHILDREN, PHONOLOGICAL AWARENESS, LANGUAGE, EMERGENT, SKILLS
  • Gazi Üniversitesi Adresli: Evet

Özet

This study aims to comparatively investigate early literacy home environments the parents provided for their children with developmental disability and typical development children aged between 4 - 6 in the home environment and parental early literacy beliefs. To collect data from the parents, Demographic Questionary, Early Literacy Home Environment Scale (ELHES) and Parent Reading Beliefs Inventory Scale (PRBI) were used in this study. 32 parents who have typical development children and 20 parents who have children with developmental disability participated in this research. Kruskal Wallis H test, Mann Whitney U tests and descriptive statistics were used for the research analysis. At the end of the study, variations found significant in some sub-dimensions and it is found out that parents of typical development children provide better early literacy opportunities to their children, and they have more positive literacy beliefs.