Language is a complex and dynamic system created by consensus on symbols, and its purpose is to convey people's thoughts and communicate with each other. From this perspective, the basic function of language is communication, and therefore learning to communicate is the highest stage of language development (Topbaş, 2005). Languages differ. An individual begins to speak by acquiring the language of the society in which he was born. According to Topbaş (2001, 2005), this process starts from infancy and the individual acquires the system of his native language as implicit knowledge over time. Topbaş (2011) states that the basis of this language acquisition process, which starts from infancy, is phonological information such as the ability of the individual's speech sounds to change meaning, their positions in syllables, their arrangement in words and sound changes.
Phonological awareness is related to the individual's tasks of consciously recognizing, separating and manipulating the sounds that form the word in the language and noticing words consisting of common sounds (Blachman, 1994). Research in the field shows that phonological awareness skills are closely related to the reading and writing skills that the individual will need throughout his life.
In the preschool period, many studies have shown that the individual's phonological awareness level is the most important predictor of the individual's reading learning process and success. has been revealed by research (Perfetti, Beck, Bell, & Hughes, 1987; Roth & Schneider, 2001). Research shows that this strong relationship between phonological awareness and reading success continues in the school period (Bradley & Bryant, 1985; Goswami & Bryant, 1990; Lundberg, Frost, & Petersen, 1988). Research shows that phonological awareness skills in the preschool period are related to reading and reading skills in the school period. It shows that it is the predictor that has the greatest impact on writing learning and academic success (Heath & Hogben, 2004).
Additionally, studies have shown that 90% of children with low phonological awareness skills have lower auditory perception and poorer reading and writing skills. carving (Metsala, Stanovich, and Brown, 1998). Likewise, it is a common result from research that children with low communication skills and speech disorders generally have low-level phonological awareness skills (Rvachew, Ohberg, Grawberg, and Heyding, 2003).
Most children begin to show a certain degree of phonological awareness around the age of three, and this awareness continues to increase rapidly over the next two years (Dodd and Gillon, 2001). Phonological awareness skills develop in a similar and predictable way in every language. Children first become aware of large sound units and over time become sensitive to smaller sound units; In other words, there is a development of awareness from words to syllables and from syllables to sounds. Likewise, children learn to distinguish between similar and different sounds before they learn to manipulate sounds. Skills that demonstrate the child's phonological awareness continue with increasingly complex tasks.
Hempenstall (1997), who draws attention to 11 tasks in phonological awareness, lists these tasks as follows:
1. Realizing that sentences consist of words. Arriving
2. Realizing that words can rhyme
3. Realizing that words can start with the same sound
4. Realizing that words can end with the same sound
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5. Realizing that words can have the same sound in the middle
6. Realizing that words can be divided into syllables
7. Realizing that words can be divided into the first and last sound
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8. Realizing that words can be broken down into individual sounds
9. Realizing that new words will be created when sounds are removed from words
10. Realizing that you can blend sounds to make words
11. Realizing that words can be broken down into sounds
Phonological Disorder
Bowen (2009) explains that phonology is a part of linguistics and explains how speech sounds are organized in the mind. indicates. Phonological disorders are defined by Bowen (2009) as a language-specific grammatical disorder. It is defined as difficulty in acquiring the phonics that form the basis of language skills. In other words, phonological disorder can be described as a situation that occurs when the child is unable to produce some sounds in the language at a level that is considered normal compared to his/her peers in order to speak. defines it as. This situation manifests itself when the individual is in the process of acquiring speech sounds. There is no underlying structural problem in phonological disorder, and the cause of the disorder is often unclear. As a result of the disorder, the child's speech intelligibility is affected depending on the number of incorrect sounds and which sounds these sounds are. Speech intelligibility can seriously decrease as a result of many sounds being affected together. F
letcher and Garman (1986) define phonological competence as the ability to know how to use speech sounds according to the rules in the context of language. According to Grunwell (1992), phonological disorders are difficulties in acquiring the phonetic information that forms the basis of speech, and Grunwell states that phonological disorders can be defined under 3 headings. These are:
1. Inability to produce developmentally expected sounds appropriate to his/her age and dialect (making wrong sounds, skipping).
2. Disorders in speech sound production impair school success, professional success or social communication.
3. Even if there is mental retardation, a motor or sensory disorder related to speech, or environmental deprivation, speech difficulties are usually much greater than those that accompany it.
Although various opinions have been put forward regarding the causes of phonological disorders, such as motor programming difficulty and minimal neurological damage, most of the time no clear cause can be explained. In the light of this information, Grunwell (1992) divides phonological disorders into three subgroups under descriptive error patterns. These subsets:
1. Delay in phonological development: It is seen that the stage and sequence of phonological processes are delayed compared to the expected age level.
2. Consistent phonological disorder: There is a deviation in the phonological development of children in this cluster. In addition to delay, unusual, unusual First sound changes are made, but the systematic order of the errors and their compliance with the rules can be predicted with phonological analysis.
3. Inconsistent-variable phonological disorder: Children in this cluster have severe deviations in phonological development. Errors are individual differences specific to children; Contains unusual and inconsistent usage. The systematic order of errors and their compliance with the rules are unpredictable.
Phonology problems can be observed from early childhood. The natural language development process is completed around the age of 4-5, and in this process, children make many mistakes and reach the adult language level. The mistakes made by children are considered a problem when they continue into older ages, depending on their cognitive and social potential. Uncorrected problems may continue into school age and adulthood.
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