THE EFFECT OF SENSORY EDUCATION PROGRAM SUPPORTING THE READING ? WRITING SKILLS ON THE READING ? WRITING SKILLS OF CHILDREN AT THE AGE OF 61-66 MONTHS

Abstract

Author(s): El├žin YAZICI, Adalet KANDIR

The current research was carried out to determine the effect of sensory education program supporting the reading-writing skills on the reading – writing skills of children at the age of 61-66 months. The working group of the research was made up of 52 children attending to independent kindergartens working under the Ministry of Education as test (n:25) and control (n:27) groups depending on random sampling and volunteering in the city center of Ankara in 2012-2013 educational year. In order to investigate the effect of sensory education program supporting the reading-writing skills on the reading – writing skills of children at the age of 61-66 months, pretest/last test /follow-up test and experimental design were used in the research. In the collection of the data, “General Information Form”, the tools to evaluate the efficacy of the Sensory Educational Program Supporting the Reading – Writing Skills and “Research Test for Reading-Writing Skills of Children at the age of 61-72 Months” were used. The Sensory Educational Program Supporting the Reading – Writing Skills was applied to the test group for five working day, while the program of ME (Ministry of Education) was carried on applying by the classroom teachers.

In the analysis of the data in line with the basic purpose of the research, t test and one factor ANCOVA were used for the independent groups and two-factor ANOVA were used for the repeated measures on one factor. The significance level was taken as p<0.05.

As a result of the research, in comparison with the control group, a significant difference was found in favor of the test group in the acquisition of reading – writing of the at the test group which was applied The Sensory Educational Program Supporting the Reading – Writing Skills (p<0.05). It was also found that The Sensory Educational Program Supporting the Reading – Writing Skills supported the reading – writing skills of children in a positive way.

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