Early Cognitive and Home Environmental Predictors of Reading Fluency and Reading Comprehension in Turkish-Speaking Children

Autor/inn/en	Ergül, Cevriye; Ökcün-Akçamus, Meral Çilem; Akoglu, Gözde; Yalçin, Seher; Tülü, Burcu Kiliç; Kudret, Zeynep Bahap
Titel	Early Cognitive and Home Environmental Predictors of Reading Fluency and Reading Comprehension in Turkish-Speaking Children
Quelle	In: Psychology in the Schools, 60 (2023) 1, S.234-254 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ökcün-Akçamus, Meral Çilem)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.22774
Schlagwörter	Foreign Countries; Family Environment; Predictor Variables; Turkish; Preschool Children; Environmental Influences; Cognitive Ability; Kindergarten; Grade 1; Reading Fluency; Reading Comprehension; Grade 2; Socioeconomic Status; Emergent Literacy; Phonological Awareness; Alphabets; Naming; Short Term Memory; Turkey + Suchen Sie Ihr Suchwort? Ausland; Familienmilieu; Prädiktor; Türkisch; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Environmental influence; Umwelteinfluss; Denkfähigkeit; School year 01; 1. Schuljahr; Schuljahr 01; Leseverstehen; School year 02; 2. Schuljahr; Schuljahr 02; Socio-economic status; Sozioökonomischer Status; Frühleseunterricht; Buchstabenschrift; Kurzzeitgedächtnis; Türkei
Abstract	In this study, we aimed to determine the early cognitive and home environmental predictors of reading in Turkish-speaking children. A total of 362 children participated in the study. We monitored the children for 3 years and assessed the home environmental variables and cognitive skills in kindergarten, reading fluency at the end of the first grade, and reading comprehension at the end of the second grade. We found that home literacy environment and socioeconomic status predicted early literacy skills in kindergarten as they also predicted reading fluency and reading comprehension through early literacy in later years. In addition, we found that phonological awareness, letter knowledge, and rapid naming predicted reading fluency, while language and verbal working memory predicted reading comprehension. The results of the study showed us that it is important to consider reading and reading comprehension in Turkish-speaking children holistically, together with cognitive skills and home environmental variables. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01