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Abstract


The Effect of Activities in the Preschool Period on the Development Process of Emergent Literacy Skills
In this study, which uses the qualitative research method, the aim was to determine the problems faced by first grade students who learnt to read and write at kindergarten during the learning and teaching process, beginning with emergent literacy.The study group of the research was composed of 64 students who entered the first grade having learnt to read and write at kindergarten and 37 classroom teachers who taught these students. Students who started first grade after learning to read and write at kindergarden mostly learned to read by transferring informationfrom monitor and computer keyboard. In kindergarten, students’ reading abilities were affected by line practices, alphabet instruction and first and last name writing practices. Students’ reading and writing skills did not develop at the same rate. Based on the data obtained, it was concluded that students who started first grade after learning to read and write at kindergarten were poorly motivated during the learning and teaching process and experienced difficulties with writing.

Keywords
Preschool period, emergent literacy, pre-reading


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