An analysis of onomatopoeic sounds in primary education music textbooks in terms of early literacy skills Temel eğitim müzik ders kitaplarındaki yansıma seslerin erken okuryazarlık becerileri açısından incelenmesi
Online Journal of Music Sciences, cilt.11, sa.2, ss.686-700, 2026 (Scopus)
- Yayın Türü: Makale / Tam Makale
- Cilt numarası: 11 Sayı: 2
- Basım Tarihi: 2026
- Doi Numarası: 10.31811/ojomus.1897892
- Dergi Adı: Online Journal of Music Sciences
- Derginin Tarandığı İndeksler: Scopus
- Sayfa Sayıları: ss.686-700
- Anahtar Kelimeler: basic education, early literacy, erken okuryazarlık, fonolojik farkındalık, music education, müzik öğretimi, onomatopoeia, phonological awareness, temel eğitim, Turkish language education, Türkçe eğitimi, yansıma sesler (onomatope)
- Açık Arşiv Koleksiyonu: AVESİS Açık Erişim Koleksiyonu
- Akdeniz Üniversitesi Adresli: Evet
Özet
Early literacy skills encompass the entirety of phonological awareness, vocabulary, and oral language proficiency acquired during children’s transition to formal reading and writing education. The Sound-Based Reading and Writing approach, implemented at the basic education level in Turkey, fundamentally focuses on enabling students to recognize and discriminate linguistic sounds, and to synthesize them into meaningful units (syllables and words). A crucial facilitator of this process is music education, approached through an interdisciplinary lens. This study aims to examine the impact of onomatopoeia within verse texts (lyrics, rhymes, lullabies) found in primary school 1st, 2nd, 3rd, and 4th-grade music textbooks on early literacy and reading fluency. Designed utilizing document analysis—a qualitative research method—the study uses verses from music textbooks prescribed by the Ministry of National Education (MEB) for the 2025–2026 academic year as its primary data source. The collected data were analyzed using descriptive and content analysis techniques. The findings indicate that music texts transcend being merely artistic materials; rather, they serve as rich linguistic tools that directly contribute to students’ articulation, enunciation, and phonemic awareness development through their rhythmic onomatopoeic elements. It is concluded that the auditory and kinesthetic onomatopoeia, particularly prevalent in texts within 1st and 2nd-grade music textbooks, plays a critical role in concretizing the phoneme-grapheme relationship in language acquisition.