Academic journal article Kuram ve Uygulamada Egitim Bilimleri

Predictive Power of Attention and Reading Readiness Variables on Auditory Reasoning and Processing Skills of Six-Year-Old Children

Academic journal article Kuram ve Uygulamada Egitim Bilimleri

Predictive Power of Attention and Reading Readiness Variables on Auditory Reasoning and Processing Skills of Six-Year-Old Children

Article excerpt

Abstract

The aim of present research was to describe the relation of six-year-old children's attention and reading readiness skills (general knowledge, word comprehension, sentences, and matching) with their auditory reasoning and processing skills. This was a quantitative study based on scanning model. Research sampling consisted of 204 kindergarten children aged six. To collect research data, children answered "Auditory Reasoning and Processing Skills Test (TARPS) "(FTF-K) Attention Test for Five-Year-Old Children" and reading readiness sub-dimension of "Metropolitan School Readiness Test". Research data were analyzed by employing descriptive statistics, Pearson Correlation Coefficient, and multiple regression analyses. Research findings manifested that there was a positive, significant relation between children's attention, general knowledge, matching, sentences, word comprehension skills and their auditory reasoning and processing skills. It was ascertained that these variables were significant predictors of auditory reasoning and processing skills.

Key Words

Auditory Reasoning and Processing Skills, Attention Skills, Reading Readiness Skills, Cognitive Development, Preschool Education.

Reasoning is described as the ability to think logically and consistent as well as making sense of known or assumed facts (Mansi, 2003). In relevant literature, it is possible to come across reasoning skills in a variety of fields such as verbal, numerical, analogical, relational, causal and mathematical reasoning (Kramarski, Mevarech, & Lieberman, 2001; Krawczyk, 2012; Perret, Bailleux, & Dauveir, 2011; Richland, Chan, Morrison, & Kit-Fong-Ku, 2010). One of these reasoning skills is auditory reasoning and processing skills. Auditory reasoning and processing skills include skills on the way children perceive things they hear, the way they make sense of what they hear and the way they reach new information on the basis of available knowledge accumulation. Additionally, these skills are related to the way children interpret the information they gain, the way they order, comprehend, associate and solve problem situations, the way they reach new solutions and results through reasoning (Gardner, 1993).

By means of auditory reasoning and processing skills, children can grasp the kind of information and experiences necessary for them and they can develop ideas on how to put all the information and accumulation they gained into practice in daily life (Erbay, 2009). General knowledge can be defined as information which is outside the scope of specific information related to a certain field and directly related to a specific topic (Ülgen, 1996).

Krulik and Rudnick (1999) claim that those who can form judgment on a specific topic are people who have sufficient level of knowledge on that issue and they can analyze new situations with all their dimensions, explore, draw logical assumptions and deductions, justify their ideas, reach certain conclusions, explain and advocate their conclusions (cited in Umay, 2003). Reasoning is making use of knowledge to reach a certain meaning and conclusion. Past experiences and existing information are crucial for reasoning processing. In order to gain reasoning skill children are expected to obtain new knowledge by interacting with other people, objects and events, to reach new meanings and conclusions by comparing what they gained with their past knowledge, to establish cause and effect relation between events, to question why and how they do what they do (Inal, 2010; Kandir & Orcan, 2010; Klauer, Willmes, & Phye, 2002; Thornton, 1998).

Another significant dimension in gaining reasoning skills to children is comprehension (Altiparmak & Özis, 2005; Criner, 1992; Lohman & Hagen, 2003; Pilten, 2008; Umay, 2003). Mih and Mih (2011) report that comprehension is effective on reaching deductions. Comprehension can be defined as grasping what something means and signifies; by combining old information with new ones to obtain new, conclusive information. …

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