Akademik Veri Yönetim Sistemi
Ünal Gezer M. (Yürütücü)
Yükseköğretim Kurumları Destekli Proje, 2021 - 2022
"According to Yopp and Yopp (2010), phonological awareness is developing sensitivity to the letter-sound correspondences of a language. Phonological awareness is an umbrella term that embodies awareness, skills, and knowledge of the speech sounds and letters of a language. Phonological awareness, with its sub-unit called phonemic awareness, is the ability to detect, differentiate, and manipulate the individual spoken sounds. A language learner with a strong phonological awareness can detect the initial, middle, final sounds in words, the rhyme (as in cat-pat, at), alliteration (Busy bees buzzed), the syllables forming words. This young learner with a strong phonological awareness can also understand the relationships between the letters of the alphabet and the way they sound out in the spoken language and they are able to apply this knowledge to new learning moments. For instance, if a child can detect the rhyme in two words that are already given, and if he can add a third word with the same rhyme, it suggests that this child has developed a strong phonological awareness in this language and he can further extend this new learning experience to other learning points. It has been extensively reported in the literature that there is a strong correlation between phonological awareness and emergent literacy development and later academic success of young language learners (The National Reading Panel, 2000). In early literacy development of young ones meaning construction is in the center and the structural aspects of the language would be kept in backstage. However for a child to comprehend what he is reading, he needs to decode the words and gain reading fluency and accuracy first. Phonics-based instruction that increases young EFL learners’ phonological awareness is the precursor of reading and writing success. The present study is the initial step of a program design endeavor which is the needs analysis on Turkish young language learners’ phonics instruction in English. The methodology of the study is to collect existing publications – authentic children’s storybooks, phonics-based publications of various publishers- will be analyzed based on Kindergarten, Grade 1, Grade 2, and Grade 3 level phonological processing skills. Such analysis will shed light on the early EFL literacy instruction through phonics instruction."