Comparing early literacy skills of first grade students and preschool students

This study aims to compare the early literacy levels of students who received literacy education in kindergarten with those who did not receive such education during the preschool period and encountered literacy instruction for the first time in the first grade of primary school. The research focuses on examining the differences in literacy levels between individuals who received literacy education in both the preschool and first-grade periods. In this context, it seeks to answer the question: "What are the literacy levels of first-grade primary school students compared to those of kindergarten students?" The study employed a qualitative research method, specifically a case study design. A case study allows for an in-depth analysis of a specific situation or phenomenon and enables a detailed examination of its various aspects. Considering the challenges of addressing multiple cases simultaneously, this method is regarded as a healthier and more advantageous approach (Gerring, 2007). The research was conducted in a private school in the province of Erzincan during the 2023 2024 academic year. The study involved five kindergarten students, five first-grade students, as well as their parents and teachers. During the data collection phase, various reading texts were prepared using Turkish textbooks approved by the Ministry of National Education and the Board of Education and Discipline, in order to assess the students' reading, writing, and comprehension skills. Additionally, semi-structured interview forms were prepared separately for the teachers working at the kindergarten and first-grade levels. To enhance the reliability of the interviews, permission was obtained from participants to record audio, and an "Informed Consent Form" was signed. The data obtained within the scope of the research were evaluated using content analysis and document analysis methods. Content analysis aimed to interpret the meanings in the texts and assess their validity. This method included an in-depth examination of the reading and writing materials prepared for the students and the semi-structured interview questions. Moreover, photographs, audio recordings, and student notebooks obtained during observations were analyzed using document analysis. Through this method, students' written and linguistic development, their progress in literacy skills, and their interactions with teachers were examined more comprehensively. According to the research findings, first-grade students demonstrated a more advanced performance in reading, comprehension, and writing skills, while kindergarten students were found to need more support in technical reading and writing. Analyses based on student, teacher, and parent perspectives revealed that individual developmental levels are more decisive than age alone, and that literacy education should be planned in accordance with the child's cognitive, linguistic, and motor development. The study emphasizes that an early structured but pressure-free literacy education positively influences children's attitudes toward the process and enhances their motivation to learn. Keywords: Early Literacy, Reading, Reading Comprehension, Writing Skills