Determination of early literacy knowledge levels of teachers working in special education kindergartens

This study aims to determine the knowledge levels of early literacy among teachers working in special education preschools. In this context, the teachers' knowledge levels and practical experience regarding the concept of early literacy were examined. The research was conducted using a descriptive sequential mixed method; quantitative data were collected using the Early Literacy Knowledge Test, and qualitative data were collected through semi-structured interviews. The quantitative data collection process included 127 teachers working on the Anatolian Side of Istanbul. Qualitative data were collected through semi-structured interviews with 15 teachers. The study revealed that the teachers' knowledge levels of early literacy were generally moderate. Furthermore, differences in knowledge levels were identified depending on their undergraduate program, length of service, and educational background. The data obtained from the interviews revealed that teachers are aware of the importance of early literacy and incorporate basic early literacy skills such as phonological awareness, vocabulary, listening comprehension, and letter awareness into their classroom practices, but they experience various challenges regarding material support and professional training. The findings are descriptive of teachers' knowledge levels and shed light on the classroom reflections of early literacy practices. Keywords: Early Literacy, Special Education Preschool, Special Education.