The impact of age of school on receptive and expressive language skills at the begining of the first and end of second term

One of the aims of the study is to reveal the effects of the scholl starting age factor on the development of expressive and recipient language. Another aim of the study is to compare two groups by beginning/ending term language skills. This study depends on three elementary school of the Ministry of Education in Isparta and it was conductedon incipient first class students. The study is divided in to two groups. Group one consists of 60-66 months old students and group two consists of 66-72 months old students. Audiometryand TIFALDI tests are conducted total 118 students in both groups at the beginning and ending of the school year. Inconsequence of analysis results, education has a positive impact on recipientand expressive language skills of all first class students. It is found that older students are more capable of acquiring recipient language skills. Age factor does not make a significant difference in the development of expressive language skills. The education level of the mother did not make any difference in the development of language skills. On the otherhand, it was concluded that the father's education level gets higher; the development of recipient language skills gets also high. The number of siblings has no effect on the development of recipient-expressive language skills. Although a working mother does not contribute to the expressive language skills, she contributest other recipient language skills. Children who receiveone year of preschool education and 3 years of pre-school education are more advantageous than two years of pre-school education in terms of the development of recipient and expressive language skills. It was observed that recipient and expressive language development difference between children who started school in early period and children who started school on time were not closed at the end of first year of sch0ool. It was a l so seen that children who start school in early period do not come to the same level with the children who started at school on time, in terms of recipient language development.