Direct and indirect effects between first literacy errors, visual perception, and phonological awareness variables

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dc.authorid0000-0002-9196-4838en_US
dc.authorid0000-0002-8863-2488en_US
dc.contributor.authorÖzcan, Aysel Ferah
dc.contributor.authorYıldız, Sevilay
dc.date.accessioned2023-08-28T10:37:50Z
dc.date.available2023-08-28T10:37:50Z
dc.date.issued2022en_US
dc.departmentBAİBÜ, Eğitim Fakültesi, Eğitim Bilimleri Bölümüen_US
dc.description.abstractThis research is a descriptive study in the survey model to determine the direct and indirect effects between visual perception, phonological awareness, and literacy errors. The design of the study is exploratory correlational design. 552 first-grade primary school students participated in the study. The data were collected using measurement tools named phonological awareness, visual perception, word-sentence writing/spelling, and reading errors. According to the findings, visual perception affects sentence writing/spelling both directly and through word-writing-reading errors. Visual perception affects reading errors both directly and through word-sentence writing errors. The results show that the development of prerequisite skills and reading are mediated by writing, writing/spelling are mediated by reading, and learning develops in a spiral manner. It can be said that children's reading-writing/spelling errors increase because they have difficulty in converting from sound to the letter, from letter to sound, and in synthesizing and analyzing according to their initial level of phonological awareness and visual perception development.en_US
dc.identifier.citationAysel, F. O., & Sevilay, Y. (2022). Direct and Indirect Effects Between First Literacy Errors, Visual Perception, and Phonological Awareness Variables. International Journal of Cognitive Research in Science, Engineering and Education, 10(3), 1-16.en_US
dc.identifier.doi10.23947/2334-8496-2022-10-3-1-16
dc.identifier.endpage16en_US
dc.identifier.issn2334-847X
dc.identifier.issn2334-8496
dc.identifier.issue3en_US
dc.identifier.scopus2-s2.0-85146334474en_US
dc.identifier.scopusqualityQ3en_US
dc.identifier.startpage1en_US
dc.identifier.urihttp://dx.doi.org/10.23947/2334-8496-2022-10-3-1-16
dc.identifier.urihttps://hdl.handle.net/20.500.12491/11601
dc.identifier.volume10en_US
dc.identifier.wosWOS:000911665900001en_US
dc.identifier.wosqualityN/Aen_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.institutionauthorYıldız, Sevilay
dc.language.isoenen_US
dc.publisherAssoc Development Science Engineering & Educationen_US
dc.relation.ispartofInternational Journal of Cognitive Research In Science Engineering and Education-Ijcrseeen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectLiteracyen_US
dc.subjectSpelling Erroren_US
dc.subjectReadingen_US
dc.subjectPerceptionen_US
dc.subjectPhonologyen_US
dc.subjectPreschoolen_US
dc.titleDirect and indirect effects between first literacy errors, visual perception, and phonological awareness variablesen_US
dc.typeArticleen_US

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