The master's thesis titled "The Effect of the Orientation and Preparation Program on Initial Reading and Writing Readiness and Teacher Opinions Regarding the Implementation," prepared by Burak Delican at the Gazi University Institute of Educational Sciences in 2013, was conducted within the framework of the requirements created by the lowering of the primary school starting age to 60–66 months with the 4+4+4 education system. The research encompasses 93 first-grade students (61–78 months) selected from schools representing three different socio-economic levels located in the city center of Sivas. In the study, a three-month Orientation and Preparation Program was implemented; the effects of the program were examined in detail through pre-test and post-test measurements.

During the evaluation process, the Metropolitan Readiness Tests, Literacy Readiness Checklist, Writing Skills Scoring Rubric, Listening Skills Checklist, activity tracking charts, and teacher interviews were utilized. Through these instruments, the children's development in the areas of listening, speaking, reading-writing readiness, writing readiness, visual perception, and attention was measured multi-dimensionally.

The research findings reveal that the program provided significant and positive developments in all these areas. In particular, students who had received preschool education had higher scores at their baseline levels; it was determined that the mother's education level and the primary school starting age created a significant difference on the results. Conversely, gender and father's education level variables did not create a significant difference.

Teacher opinions revealed that while the program was found beneficial, there were some deficiencies in the implementation process. Among these, the inadequate information provided to teachers about the program, the insufficiency of the physical conditions of the classrooms, and the lack of standardization in the implementation steps stand out.

In the conclusion section of the research, it is emphasized that a planned and structured orientation-preparation period at the early grade level offers children a solid start to literacy by strengthening foundational pre-skills such as language, attention, perception, and motor skills. The researcher states that, particularly to adapt to the changing starting age with the 4+4+4 system; teachers' professional knowledge and implementation skills must be increased, families' active participation in the process must be ensured, and preschool-primary school programs must be harmonized. Furthermore, the researcher presents policy and practice recommendations such as developing placement and readiness tests, strengthening material support, implementing supportive preparation programs during the summer term, systematically supporting early literacy experiences, and encouraging cooperation among teachers.

This comprehensive study serves as an important guide for both practitioners and educational policy makers for the development of reading-writing readiness during the transition process between early childhood and primary school. You can access the full thesis using the thesis code 333446 at www.tez.yok.gov.tr. We thank Burak Delican for his valuable contributions.