Examining early literacy skills of children aged 60-72 months in terms of certain socio-demographic characteristics

Examining early literacy skills of children

Abstract

In this study, it was aimed to determine whether the children aged 60-72 months were in the risk group for early literacy skills, and whether their certain socio-demographic characteristics are effective on their early literacy skills. In line with this purpose, relational screening model was used in the research. The study group was comprised of 165 children aged 60-72 months who were attending the preschool. As the data collection tools, the Personal Information Form developed by the researchers and the Test of Early Literacy (TEL) developed by Kargin, Ergül, Büyüköztürk and Güldenoğlu (2015) were used. In the analysis of the data, the TEL scores of children were calculated and those in the risk group were determined through the cut points. The Chi Square test was used to compare categorical data. Based on the Chi Square test results, variables with statistically significant differences, binomial logistical regression, and odds ratio were calculated. The scores of the participant children obtained from the whole TEL and its sub-dimensions were below the cut points at a rate ranging from 15, 85% to 60, 98%, and were in the risk group in terms of early literacy skills. It was concluded that the gender variable has no effect on being within the risk group in terms of early literacy skills. It was concluded that the educational status and income levels of the parents increase the early literacy skills of children, in other words, it was concluded that having parents with high educational status and high income levels prevents the early literacy skills of children from being below the cut points, and from being disadvantageous.