| Okuma Listesi |
• Dickinson, D. K., & Caswell, L. (2007). Building support for language and early literacy in preschool classrooms through in-service professional development: Effects of the Literacy Environment Enrichment Program (LEEP). Early Childhood Research Quarterly, 22(2), 243-260• Dickinson, D. K., & Porche, M. V. (2011). Relation between language experiences in preschool classrooms and children’s kindergarten and fourth‐grade language and reading abilities. Child Development, 82(3), 870-886• Dickinson, D. K., Golinkoff, R. M., & Hirsh-Pasek, K. (2010). Speaking out for language: Why language is central to reading development. Educational Researcher, 39(4), 305-310.• Erdoğan, S., Şimşek Bekir, H. ve Erdoğan Aras, S. (2005). Alt sosyoekonomik bölgelerde ana sınıfına devam eden 5-6 yaş grubundaki çocukların dil gelişim düzeylerine bazı faktörlerin etkisinin incelenmesi. Çukurova Üniversitesi Enstitü Dergisi, 14(1), 231- 246.• Fletcher, K. L., Cross, J. R., Tanney, A. L., Schneider, M., & Finch, W. H. (2008). Predicting language development in children at risk: The effects of quality and frequency of caregiver reading. Early Education and Development, 19(1), 89-111.• Hindman, A. H., & Wasik, B. A. (2011). Measuring teachers’ knowledge about early language and literacy: Practical implications and considerations. NHSA Dialog, 14(4), 351-356.• Hoff, E. (2003). The specificity of environmental influence: Socioeconomic status affects early vocabulary development via maternal speech. Child Development, 74(5), 1368–1378• International Reading Association, & National Association for Education of Young Children (1998). Learning to read and write: Developmentally appropriate practices for young children. http://www.naeyc.org/files/naeyc/file/positions/PSREAD98.PDF • Justice, L. M. and Ezell, H. K. (2001). Written language awareness in preschool children from low-income households: A descriptive analysis. Communication Disorders Quarterly, 22, 123-134. • Justice, L. M. and Pullen, P. C. (2003). Promising interventions for promoting emergent literacy: Three evidence based approach. Teaching Exceptional Children, 23(3), 99-113.• Lefebvre, P., Trudeau, N. and Suttun,A. (2011). Enhancing vocabulary, print awareness and phonological awareness through shared storybook reading with low-income preschoolers. Journal of Childhood Litearcy, 11 (4), 453-479.• Lever, R., & Sénéchal, M. (2011). Discussing stories: On how a dialogic reading intervention improves kindergartners’ oral narrative construction. Journal of Experimental Child Psychology, 108(1), 1-24.• Muslugüme, E. (2016). Dil gelişimini destekleyici ebeveyn eğitim programının sosyo ekonomik düzeyi düşük ailelerin çocuklarının dil gelişimine etkisi (Master's Thesis, Pamukkale Üniversitesi Eğitim Bilimleri Enstitüsü).• National Early Literacy Panel, (2009). Developing early literacy: Report of the National Early Literacy Panel. Washington, DC: National Institute for Literacy. Available at http://www.nifl.gov/earlychildhood/NELP/ NELPreport.html• Neuman, S. B., & Dickinson, D. K. (Eds.). (2011). Handbook of Early Literacy Research, Volume 3 (Vol. 3). Guilford Press.• Neuman, S. B., Copple, C. and Bredekamp, S. (2000). Learning to read and write. Developmentally appropriate practice for children. Washington, DC: NAEYC.• Özcan, A. O., & Özcan, A. F. (2014). Türk çocuklarının ses gelişim özellikleri ve ilk okuma yazma öğrenme. İstanbul Gelişim Üniversitesi Sosyal Bilimler Dergisi, 1(2), 67-86.• Özen Tuncer, Z. Z. (2022). Dil gelişimi açısından risk altında olan çocukların ailelerine yönelik oluşturulan müdahale programının etkisinin incelenmesi. (Doctorate Thesis, Hacettepe Üniversitesi Eğitim Bilimleri Enstitüsü).• Page, J., Cock, M. L., Murray, L., Eadie, T., Niklas, F., Scull, J., & Sparling, J. (2019). An abecedarian approach with Aboriginal families and their young children in Australia: playgroup participation and developmental outcomes. International Journal of Early Childhood, 51(2), 233-250.• Parpucu, N. & Güler Yıldız, T. (2020). Okul öncesi öğretmenleri sesbilgisel farkındalık eğitimine ilişkin neler biliyor, neler yapıyor ve nelere ihtiyaç duyuyor?. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi (H. U. Journal of Education). Erken görünüm. DOI : 10.16986/HUJE.2020062664• Parpucu, N., & Dinç, B. (2017). Seslerin Renkli Dünyası Programının okul öncesi çocukların fonolojik farkındalık becerileri üzerindeki etkisi. Eğitim ve Bilim, 42(192), 233-261. • Parpucu, N., & Dinç, B. (2018). Okul öncesi eğitimde bir erken okuryazarlık becerisi: Fonolojik farkındalık. Ankara: Anı Yayıncılık. • Perkins, S. C., Finegood, E. D., & Swain, J. E. (2013). Poverty and language development: Roles of parenting and stress. Innovations in Clinical Neuroscience, 10(4), 10• Phillips, B.M., Clancy-Menchetti, J. & Lonigan, C. J. (2008). Successful phonological awareness instruction with preschool children: Lessons from the classroom. Topics in Early Childhood Special Education, 28 (1), 3-17.• Puglisi, M. L., Hulme, C., Hamilton, L. G., & Snowling, M. J. (2017). The home literacy environment is a correlate, but perhaps not a cause, of variations in children’s language and literacy development. Scientific Studies of Reading, 21(6), 498-514.• United Nations Educational, Scientific, and Cultural Organization (UNESCO). (2004). The plurality of literacy and its implications for policies and programmes. (ED-2004/WS/31 cld. 16763). Paris: Author.• Wasik, B. A., & Hindman, A. H. (2011). Improving vocabulary and pre-literacy skills of at-risk preschoolers through teacher professional development. Journal of Educational Psychology, 103(2), 455.• Whitehurst, G. J., & Lonigan, C. J. (1998). Child development and emergent literacy. Child Development, 69, 848-872. |
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