Intervention for early literacy success: Phonological awareness and rapid automatized naming

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dc.authoridsumer dodur, halime miray/0000-0002-1470-8195
dc.authoridyuzbasioglu, yasemin/0000-0002-2493-7784
dc.authoridAltindag Kumas, Ozlem/0000-0002-6104-2381
dc.contributor.authorDodur, Halime Miray Sumer
dc.contributor.authorYuzbasioglu, Yasemin
dc.contributor.authorKumas, Ozlem Altindag
dc.contributor.authorKaraca, Olcay
dc.date.accessioned2025-02-22T14:08:58Z
dc.date.available2025-02-22T14:08:58Z
dc.date.issued2024
dc.departmentDicle Üniversitesien_US
dc.description.abstractThe study aimed to assess the effectiveness of a comprehensive intervention program (including PA and RAN interventions) on improving early literacy skills in preschoolers from low socioeconomic backgrounds while exploring participant perspectives. The experimental group showed significant improvements in PA, RAN-object, and RAN-color performance compared to the control group. These improvements were observed immediately after the intervention and were maintained even after a 16-week follow-up period. The experimental group's scores in PA, RAN-object, and RAN-color increased significantly from pretest to posttest and were further improved at the follow-up. These findings suggest that the interventions effectively enhanced participants' performance in these areas and that the experimental group consistently outperformed the control group. The intervention had a significant positive impact on early literacy performance, with the experimental group outperforming the control group. The findings highlight the effectiveness of the program and its favorable reception among families, teachers, and children.en_US
dc.identifier.doi10.1080/00220671.2024.2374393
dc.identifier.endpage240en_US
dc.identifier.issn0022-0671
dc.identifier.issn1940-0675
dc.identifier.issue5en_US
dc.identifier.scopus2-s2.0-85198852349en_US
dc.identifier.scopusqualityQ2en_US
dc.identifier.startpage229en_US
dc.identifier.urihttps://doi.org/10.1080/00220671.2024.2374393
dc.identifier.urihttps://hdl.handle.net/11468/29732
dc.identifier.volume117en_US
dc.identifier.wosWOS:001272166400001
dc.identifier.wosqualityQ2
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.language.isoenen_US
dc.publisherRoutledge Journals, Taylor & Francis Ltden_US
dc.relation.ispartofJournal of Educational Researchen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.snmzKA_WOS_20250222
dc.subjectRapid namingen_US
dc.subjectphonological awarenessen_US
dc.subjectearly literacyen_US
dc.subjectpreschoolen_US
dc.subjectsocioeconomic backgrounden_US
dc.titleIntervention for early literacy success: Phonological awareness and rapid automatized namingen_US
dc.typeArticleen_US

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