Cover not available

In:The Acquisition of Turkish in Childhood
Edited by Belma Haznedar and F. Nihan Ketrez
[Trends in Language Acquisition Research 20] 2016
► pp. 223–242

Get fulltext from our e-platform
JBE logo with link
PDF logo with download linkDownload Book PDF
authorization required

Integrating cognitive and sociocultural aspects of reading in Turkish

 | University of Minnesota, Duluth, USA
Published online: 18 November 2016
DOI logo with link
https://doi.org/10.1075/tilar.20.10dur
Abstract
Reading comprehension is affected by both decoding-related and language-related factors. In Turkish, with decoding developing quickly, the impact of language-related factors appear earlier and affect reading comprehension strongly. These linguistic proficiencies are affected by socioeconomic status (SES). Reanalysis of data from 120 children in Grades 2,3 and 4, yielded a significant correlation between SES level and the reading comprehension level of a student. SES was a significant factor on all measures (e,g, decoding, comprehension, vocabulary). In regression analyses, listening comprehension was a strong predictor of reading comprehension. There was a marginal predictive effect of SES on listening comprehension (along with memory and speed of conceptual access). These results illustrate the integrated impact of cognitive and sociocultural variables on comprehension.
Article outline
  • 1.Introduction
    • 1.1Reading development in orthographically transparent languages
    • 1.2Sociocultural aspects of literacy development
    • 1.3Integrating cognitive and sociocultural aspects of reading development in Turkish
  • 2.Current study
  • 3.Results
    • 3.1Factor analysis
  • 4.Conclusions and implications for education
  • References
References (63)
References
Aarts, R., Demir, S. & Vallen, T. 2011. Characteristics of academic language register occurring in caretaker-child interaction: Development and validation of a coding scheme. Language Learning 61(4): 1173–1221. Google Scholar logo with link to Google Scholar
Adlof, S.M., Catts, H.W. & Lee, J. 2010. Kindergarten predictors of second versus eighth grade reading comprehension impairments. Journal of Learning Disabilities 43: 332–345. Google Scholar logo with link to Google Scholar
Aksu-Koç, A. 2008. Bilişsel gelişim ve dil gelişim [Cognitive and linguistic development]. Paper presented at Mother Child Education Foundation. <[URL]>
Babayiğit, S. & Stainthorp, R. 2011. Modeling the relationships between cognitive – linguistic skills and literacy skills: New insights from a transparent orthography. Journal of Educational Psychology 103(1): 169–189. Google Scholar logo with link to Google Scholar
Bode, R., Gallagher, R., Vang, E. & Durgunoğlu, A.Y. 2013. Despite the odds: Factors related to the academic success of first grade students from at-risk backgrounds. Learning Landscapes 7: 81–93.Google Scholar logo with link to Google Scholar
Bronfenbrenner, U. 1986. Ecology of the family as a context for human development: Research perspectives. Developmental Psychology 22: 723–742. Google Scholar logo with link to Google Scholar
Burgess, S.R., Hecht, S.A. & Lonigan, C.J. 2002. Relations of the home literacy environment (HLE) to the development of reading-related abilities: A one-year longitudinal study. Reading Research Quarterly 37(4): 408–426. Google Scholar logo with link to Google Scholar
Bus, A.G., van IJzendoorn, M.H. & Pellegrini, A.D. 1995. Joint book reading makes for success in learning to read: A meta-analysis on intergenerational transmission of literacy. Review of Educational Research 65(1): 1–21. Google Scholar logo with link to Google Scholar
Bus, A.G., Leseman, P.P.M. & Keultjes, P. 2000. Joint book reading across cultures: A comparison of Surinamese-Dutch, Turkish-Dutch, and Dutch parent-child dyads. Journal of Literacy Research 32(1): 53–76. Google Scholar logo with link to Google Scholar
Cain, K. & Oakhill, J. 2007. Reading comprehension difficulties: Correlates, causes, and consequences. In Children’s Comprehension Problems in Oral and Written Language: A Cognitive Perspective, K. Cain & J. Oakhill (eds), 41–75. New York NY: Guilford Press.Google Scholar logo with link to Google Scholar
Cain, K., Oakhill, J. & Bryant, P. 2004. Children’s reading comprehension ability: Concurrent prediction by working memory, verbal ability, and component skills, Journal of Educational Psychology 96(1): 31–42. Google Scholar logo with link to Google Scholar
Caravolas, M., Lervåg, A., Defior, S., Málková, G.S. & Hulme, C. 2013. Different patterns, but equivalent predictors, of growth in reading in consistent and inconsistent orthographies. Psychological Science 24(8): 1398–1407. Google Scholar logo with link to Google Scholar
Chatterji, M. 2006. Reading achievement gaps, correlates, and moderators of early reading achievement: Evidence from the early childhood longitudinal study (ECLS) kindergarten to first grade sample. Journal of Educational Psychology 98(3): 489–507. Google Scholar logo with link to Google Scholar
Demir-Vegter, S., Aarts, R. & Kurvers, J. 2013. Lexical richness in maternal input and vocabulary development of Turkish preschoolers in the Netherlands. Journal of Psycholinguistic Research 43(2): 149–165. Google Scholar logo with link to Google Scholar
Duncan, G.J. 2012. Give us this day our daily breadth. Child Development 83: 6–15. Google Scholar logo with link to Google Scholar
Durgunoğlu, A.Y. 2006. How the language’s characteristics influence Turkish literacy development. In Handbook of Orthography and Literacy, M. Joshi & P.G. Aaron (eds), 219–230. Mahwah NJ: Lawrence Erlbaum Associates.Google Scholar logo with link to Google Scholar
2009. The impact of L1 oral proficiency on L2 (reading) comprehension. Paper commissioned for the U.S. National Academy of Sciences Oral Language Task Force.
In press. Literacy acquisition in Turkish. In Reading Acquisition across Languages and Writing Systems: An International Handbook. L. Verhoeven & C. Perfetti (eds). Cambridge: CUP.
Durgunoğlu, A.Y. & Öney, B. 1999. A cross-linguistic comparison of phonological awareness and word recognition. Reading & Writing 11: 281–299. Google Scholar logo with link to Google Scholar
Durgunoğlu, A.Y., Öney, B. & Kuşcul, H. 2003. Development and evaluation of an adult literacy program in Turkey. International Journal of Educational Development 23: 17–36. Google Scholar logo with link to Google Scholar
Englund, M.M., Luckner, A.E., Whaley, G.J.L. & Egeland, B. 2004. Children’s achievement in early elementary school: Longitudinal effects of parental involvement, expectations, and quality of assistance. Journal of Educational Psychology 96(4): 723–730. Google Scholar logo with link to Google Scholar
Ehri, L. 2005. Learning to read words: Theory, findings, and issues. Scientific Studies of Reading 9: 167–188. Google Scholar logo with link to Google Scholar
Evans, M.A., Shaw, D. & Bell, M. 2000. Home literacy activities and their influence on early literacy skills. Canadian Journal of Experimental Psychology 54(2): 65–75. Google Scholar logo with link to Google Scholar
Fantuzzo, J.W., LaBoeuf, W. & Rouse, H.L. 2014. An investigation of the relations between school concentrations of student risk factors and student educational well-being. Educational Researcher 43: 25–36. Google Scholar logo with link to Google Scholar
Foy, J.G. & Mann, V. 2003. Home literacy environment and phonological awareness in preschool children: Differential effects for rhyme and phoneme awareness. Applied Psycholinguistics 24(1): 59–88. Google Scholar logo with link to Google Scholar
Frijters, J.C., Barron, R.W. & Brunello, M. 2000. Direct and mediated influences of home literacy and literacy interest on prereaders’ oral vocabulary and early written language skill. Journal of Educational Psychology 92(3): 466–477. Google Scholar logo with link to Google Scholar
Gough, P.B. & Tunmer, W.E. 1986. Decoding, reading, and reading disability. Remedial and Special Education 7: 6–10. Google Scholar logo with link to Google Scholar
Griffin, E.A. & Morrison, F.J. 1997. The unique contribution of home literacy environment to differences in early literacy skills. Early Child Development & Care 127–128: 233–243.Google Scholar logo with link to Google Scholar
Haney, M. & Hill, J. 2004. Relationships between parent-teaching activities and emergent literacy in preschool children. Early Child Development & Care 174(3): 215–228. Google Scholar logo with link to Google Scholar
Harlaar, N., Hayiou-Thomas, M.E., Dale, P.S. & Plomin, R. 2008. Why do preschool language abilities correlate with later reading? A twin study. Journal of Speech, Language, and Hearing Research 51: 688–705. Google Scholar logo with link to Google Scholar
Hart, B. & Risley, T. 1995. Meaningful Differences in the Everyday Experience of Young American Children. Baltimore MD: Brookes.Google Scholar logo with link to Google Scholar
Hoff, E. 2003. The specificity of environmental influence: Socioeconomic status affects early vocabulary development via maternal speech. Child Development 74: 1368–1378. Google Scholar logo with link to Google Scholar
2006. How social contexts support and shape language development. Developmental Review 26(1): 55–88. Google Scholar logo with link to Google Scholar
2013. Interpreting the early language trajectories of children from low-SES and language minority homes: Implications for closing achievement gaps. Developmental Psychology 49(1): 4–14. Google Scholar logo with link to Google Scholar
Hoff, E., Laursen, B. & Tardif, T. 2002. Socioeconomic status and parenting. In Handbook of Parenting: Ecology and Biology of Parenting, M.H. Bornstein (ed.), 161–188. Mahwah NJ: Lawrence Erlbaum Associates.Google Scholar logo with link to Google Scholar
Hood, M., Conlon, E. & Andrews, G. 2008. Preschool home literacy practices and children’s literacy development: A Longitudinal analysis. Journal of Educational Psychology 100(2): 252–271. Google Scholar logo with link to Google Scholar
Joshi, R.M., Tao, S., Aaron, P.G. & Quiroz, B. 2012. Cognitive component of componential model of reading applied to different orthographies. Journal of Learning Disabilities 45(5): 480–486. Google Scholar logo with link to Google Scholar
Juel, C. 1988. Learning to read and write: A longitudinal study of 54 children from first through fourth grades. Journal of Educational Psychology 80(4): 437–447. Google Scholar logo with link to Google Scholar
Lepola, J., Lynch, J., Laakkonen, E., Silvén, M. & Niemi, P. 2012. The role of inference making and other language skills in the development of narrative listening comprehension in 4–6-year-old children. Reading Research Quarterly 47: 259–282.Google Scholar logo with link to Google Scholar
Lervåg, A. & Hulme, C. 2009. Rapid Automatized Naming (RAN) taps a mechanism that places constraints on the development of early reading fluency. Psychological Science 20(8): 1040–1048. Google Scholar logo with link to Google Scholar
Lesaux, N.K., Vukovic, R.K., Hertzman, C. & Siegel, L.S. 2007. Context matters: The interrelatedness of early literacy skills, developmental health, and community demographics. Early Education and Development. Special Issue: The Early Development Instrument 18(3): 497–518. Google Scholar logo with link to Google Scholar
Manolitsis, G. Georgiou, G.K. & Parrila, R. 2011. Revisiting the home literacy model of reading development in an orthographically consistent language. Learning and Instruction 21: 496–505. Google Scholar logo with link to Google Scholar
Noble, K.G., Farah, M.J. & McCandliss, B.D. 2006. Socioeconomic background modulates cognition-achievement relationships in reading. Cognitive Development 21(3): 349–368. Google Scholar logo with link to Google Scholar
Noble, K.G., Wolmetz, M.E., Ochs, L.G., Farah, M.J. & McCandliss, B.D. 2006. Brain-behavior relationships in reading acquisition are modulated by socioeconomic factors. Developmental Science 9(6): 642–654. Google Scholar logo with link to Google Scholar
Öney, B. & Durgunoğlu, A.Y. 1997. Beginning to read in Turkish: A phonologically transparent orthography. Applied Psycholinguistics 18: 1–15. Google Scholar logo with link to Google Scholar
Payne, A.C., Whitehurst, G.J. & Angell, A.L. 1994. The role of home literacy environment in the development of language ability in preschool children from low-income families. Early Childhood Research Quarterly. Special Head Start 9(3–4): 427–440. Google Scholar logo with link to Google Scholar
Perfetti, C. 2007. Reading ability: Lexical quality to comprehension. Scientific Studies of Reading 11(4): 357–383. Google Scholar logo with link to Google Scholar
Perfetti, C. & Stafura, J. 2014. Word knowledge in a theory of reading comprehension. Scientific Studies of Reading 18(1): 22–37. Google Scholar logo with link to Google Scholar
Phillips, B. & Lonigan, C.J. 2009. Variations in the home literacy environment of preschool children: A cluster analytic approach. Scientific Studies of Reading 13: 146–174. Google Scholar logo with link to Google Scholar
Potocki, A., Ecalle, J. & Magnan, A. 2013. Narrative comprehension skills in 5-year-old children: Correlational analysis and comprehender profiles. Journal of Educational Research 106: 1 14–126. Google Scholar logo with link to Google Scholar
Richter, T., Isberner, M-B., Naumann, J. & Neeb, Y. 2013. Lexical quality and reading comprehension in primary school children. Scientific Studies of Reading 17: 415–434. Google Scholar logo with link to Google Scholar
Sénéchal, M. 2006. Testing the home literacy model: Parent involvement in kindergarten is differentially related to grade 4 reading comprehension, fluency, spelling, and reading for pleasure. Scientific Studies of Reading 10: 59–87. Google Scholar logo with link to Google Scholar
Sénéchal, M. & LeFevre, J. 2002. Parental involvement in the development of children’s reading skill: A five-year longitudinal study. Child Development 73(2): 445–460. Google Scholar logo with link to Google Scholar
Sénéchal, M., Pagan, S., Lever, R. & Ouellette, G. P. 2008. Relations among the frequency of shared reading and 4-year-old children’s vocabulary, morphological and syntax comprehension, and narrative skills. Early Education and Development. Special Issue: Parent-Child Interaction and Early Literacy Development 19(1): 27–44. Google Scholar logo with link to Google Scholar
Silinskas, G., Parrila, R., Lerkkanen, M., Poikkeus, A. Niemi, P. & Nurmi, J. 2010. Mothers’ reading-related activities at home and learning to read during kindergarten. European Journal of Psychology of Education 25: 243–264. Google Scholar logo with link to Google Scholar
Sparks, A. & Reese, E. 2013. From reminiscing to reading: Home contributions to children’s developing language and literacy in low-income families. First Language 33: 89–109. Google Scholar logo with link to Google Scholar
Storch, S. & Whitehurst, G. J. 2002. Oral language and code-related precursors to reading: Evidence from a longitudinal structural model. Developmental Psychology 38: 934–947. Google Scholar logo with link to Google Scholar
Tilstra, J., McMaster, K., Van den Broek, P., Kendeou, P. & Rapp, D. 2009. Simple but complex: Components of the simple view of reading across grade levels. Journal of Research in Reading 32(4): 383–401. Google Scholar logo with link to Google Scholar
Ural, E.A., Yuret, D., Ketrez, N., Koçbaş, D. & Küntay, A. 2009. Morphological cues vs. number of nominals in learning verb types in Turkish: The syntactic bootstrapping mechanism revisited. Language and Cognitive Processes 24: 1393–1405. Google Scholar logo with link to Google Scholar
Vaessen, A., Bertrand, D., Tóth, D., Csépe, V., Faísca, L., Reis, A. & Blomert, L. 2010. Cognitive development of fluent word reading does not qualitatively differ between transparent and opaque orthographies. Journal of Educational Psychology 102(4): 827–842. Google Scholar logo with link to Google Scholar
Whitehurst, G.J. & Lonigan, C.J. 1998. Child development and emergent literacy. Child Development 69: 848–872. Google Scholar logo with link to Google Scholar
Ziegler, J.C. & Goswami, U. 2005. Reading acquisition, developmental dyslexia, and skilled reading across languages: A psycholinguistic grain size theory. Psychological Bulletin 131(1): 3–29. Google Scholar logo with link to Google Scholar
2006. Becoming literate in different languages: similar problems, different solutions. Developmental Science 9: 429–453. Google Scholar logo with link to Google Scholar
Cited by (1)

Cited by one other publication

Durgunoğlu, Aydın Yücesan
2017. An updated review of cross-language transfer and its educational implications. In Developmental Perspectives in Written Language and Literacy, DOI logo

This list is based on CrossRef data as of 6 december 2025. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.

Mobile Menu Logo with link to supplementary files background Layer 1 prag Twitter_Logo_Blue