Understanding interaction between reading performance and message awareness, lexical awareness, and phonological awareness

Abstract

This research seeks to understand the interaction between reading performance and awareness of message, lexical, and phonological among seven years old children. The present research was designed in case-study, one of the qualitative research traditions. The research sample consisted of 22 seven-year-old children. The participant children’s performances were observed and wriWen-up notes were kept. Data were inductively analyzed. As a result of the data analysis, it was discovered that the children had a slight difficulty with recognizing larger structural units (sentences and words) but had considerable difficulty with smaller units (phonemes, syllables, and leWers). Qualitative findings of the study were dealt with the Piagetian Theory and the Gestalt Theory. Findings of the research can be interpreted as that lexical and phonological awareness is more influenced by reading performance under Turkish language teaching context.