Turkiye Klinikleri Journal of Health Sciences

.: ORIGINAL RESEARCH
Okul Öncesi Çocuklarda Sözel Akıcılık Becerilerinin Kısa Süreli Bellek, Çalışma Belleği, Fonolojik Farkındalık veDinlediğini Anlama Becerileri ile İlişkilerinin İncelenmesi: Tanımlayıcı Araştırma
Investigation of the Relationships of Verbal Fluency Skills with Short-Term Memory, Working Memory, Phonological Awareness and Listening Comprehension Skills in Preschool Children: Descriptive Research
Süheylanur SAL İŞLEYENa , Barış KOCAOĞLUb , Dilan KOCAOĞLUb , Mehmet Emrah CANGİc
aİstinye Üniversitesi Sağlık Bilimleri Fakültesi, Dil ve Konuşma Terapisi Bölümü, İstanbul, Türkiye
bSerbest Dil ve Konuşma Terapisti, Ankara, Türkiye
cSağlık Bilimleri Üniversitesi Sağlık Bilimleri Fakültesi, Dil ve Konuşma Terapisi Bölümü, İstanbul, Türkiye
Turkiye Klinikleri J Health Sci. 2023;8(3):410-8
doi: 10.5336/healthsci.2022-94550
Article Language: TR
Full Text
ÖZET
 Amaç: Bu çalışmada, okul öncesi çocuklarda sözel akıcılık becerilerinin; kısa süreli bellek, çalışma belleği, fonolojik farkındalık ve dinlediğini anlama becerileri ile ilişkilerinin incelenmesi amaçlanmıştır. Gereç ve Yöntemler: Çalışmanın örneklemini 5 ve 6 yaşlarındaki tipik gelişim gösteren okul öncesi 38 çocuk oluşturmaktadır. Katılımcıların dil becerilerinin ve genel gelişimlerinin yaşından beklenen ile uyumlu olması gerekmektedir. Bu nedenle dil becerileri Türkçe Erken Dil Gelişimi Testi ile genel gelişimleri Denver II Gelişimsel Tarama Envanteri ile ölçülmüştür. Genel gelişimleri ve dil becerileri yaşına uygun olduğu görülen katılımcılar çalışmaya dahil edilmiştir. Ek olarak katılımcıların ailelerinden alınan bilgilere göre herhangi bir işitme kaybı olan, herhangi bir ameliyat kaza veya hastalık sonucu dil, biliş, motor gelişim süreci etkilenmiş olan bireyler çalışmaya dahil edilmemiştir. Daha sonra katılımcıların kısa süreli bellek becerileri Çalışma Belleği Ölçeği'nde yer alan İleri Dönük Sayı Dizisi alt testiyle kısa süreli bellek becerileri, Geriye Dönük Sayı Dizisi alt testiyle değerlendirilmiştir. Ayrıca Erken Okuryazarlık Testi'nin Sesbilgisel Farkındalık alt testleri ile fonolojik farkındalık becerileri, Dinlediğini Anlama alt testi ile dinlediğini anlama becerileri değerlendirilmiştir. Değişkenler arasındaki ilişki Pearson korelasyon analizleri ile incelenmiştir. Bulgular: Sözel akıcılık becerileri ile kısa süreli bellek becerileri, çalışma belleği becerileri ve dinlediğini anlama becerileri arasında anlamlı bir ilişki bulunmamıştır. Ancak sözel akıcılık becerileri ile fonolojik farkındalık becerileri arasında orta düzeyde pozitif yönde bir ilişki olduğu görülmüştür. Sonuç: Çalışma bulguları sözel akıcılık ölçümlerinin yapılacağı çalışmalar ve klinik değerlendirmelerde öncesinde katılımcılarının fonolojik farkındalık becerileri değerlendirilmesinin faydalı olacağını göstermektedir.

Anahtar Kelimeler: Semantik akıcılık; fonemik akıcılık; bellek; fonolojik farkındalık; dinlediğini anlama
ABSTRACT
 Objective: In this study, it was aimed to examine the relationship between verbal fluency skills, short-term memory, working memory, phonological awareness and listening comprehension skills in preschool children. Material and Methods: The sample of the study consists of 38 preschool children aged 5 and 6 with typical development. The language skills of the participants were measured with the Turkish Early Language Development Test, and their general development was assessed with the Denver II Developmental Screening Inventory. Participants whose general development and language skills were found to be suitable for their age were included in the study. In addition, according to the information obtained from the families of the participants, individuals who had any hearing loss, whose language, cognition, and motor development processes were affected as a result of any surgery, accident or disease were not included in the study. Participants' short-term memory skills were evaluated with the Forward String subtest in the Short-Term Working Memory Scale, and their working memory skills were examined with the Retrospective String subtest. In addition, Phonological Awareness subtests and phonological awareness skills within the Early Literacy Test, and listening comprehension skills were evaluated with the Listening Comprehension subtest. The relationship between the variables was examined by Pearson correlation analysis. Results: There was no significant relationship between semantic fluency and phonemic fluency and short-term memory, working memory and listening comprehension. It is seen that there is a moderate level positive relationship between semantic fluency and phonemic fluency and phonological awareness. Conclusion: The findings of the study show that it would be beneficial to evaluate the phonological awareness skills of the participants before the studies in which verbal fluency measurements will be made and in clinical evaluations.

Keywords: Semantic fluency; phonemic fluency; memory; phonological awareness; listening comprehension
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