The Effect of Pre-school Education on the Process of Initial Literacy for Non Native Turkish Students

Abstract

The purpose of this research is to determine the problems experienced in the learning process of initial literacy by the students that are non-Turkish and do not have pre-school education according to the views of the teachers. "Grounded design" among the mixed methods was conducted in processing the research. The" open-ended question questionnaire" and the "Scale for Tendency of Teachers towards Effect of Pre-school Education on Learning Process of Initial Literacy for Non-Turkish Students (STTEPL)" generated by the researchers were implemented in collecting data. The quantitative dimension of the study was carried out with 176 teachers, and the qualitative dimension was conducted with 35 teachers. The themes of "adaptation phase, visual reading, self-expression, understanding the instructions, and writing skill were acquired in the process of content analysis applied to the qualitative data. 15 of the teachers mentioned that the pre-school education were of positive effects on the readiness level of non-Turkish students. Perceptions of the teachers about the success of the students with pre-school education do not significantly vary in terms of the variables of classroom size, and place of duty of the teachers.