How Socioeconomic Status, Verbal Memory, Rapid Naming and Receptive Language Contribute to Phonological Awareness in Turkish Preschool Children

Autor/inn/en	Dodur, Halime Miray Sümer; Altindag Kumas, Özlem; Yüzbasioglu, Yasemin
Titel	How Socioeconomic Status, Verbal Memory, Rapid Naming and Receptive Language Contribute to Phonological Awareness in Turkish Preschool Children
Quelle	In: Education 3-13, 50 (2022) 8, S.1137-1152 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Dodur, Halime Miray Sümer) ORCID (Altindag Kumas, Özlem) ORCID (Yüzbasioglu, Yasemin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4279
DOI	10.1080/03004279.2021.1958894
Schlagwörter	Foreign Countries; Preschool Children; Socioeconomic Status; Receptive Language; Phonological Awareness; Naming; Verbal Communication; Turkish; Short Term Memory; Kindergarten; Predictor Variables; Parent Background; Educational Attainment; Turkey; Test of Early Language Development + Suchen Sie Ihr Suchwort? Ausland; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Socio-economic status; Sozioökonomischer Status; Rezeptive Kommunikationsfähigkeit; Türkisch; Kurzzeitgedächtnis; Prädiktor; Elternhaus; Bildungsabschluss; Bildungsgut; Türkei
Abstract	The present study investigated the relative importance of verbal memory, rapid naming, receptive language and phonological awareness for Turkish children from low-versus middle and high-socio economic status (SES) backgrounds. A total of 132 kindergarten children were assessed on verbal memory, rapid naming, receptive language and phonological awareness in Turkish. Results revealed that low-SES children exhibited lower levels of verbal memory, rapid naming, receptive language and phonological awareness than their middle and high-SES counterparts. Regression analyses also indicated that verbal memory and receptive language made significant contributions to phonological awareness. Overall, findings show the potential importance of SES inequalities, verbal memory skills and receptive language input to their children for phonological awareness. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01