10 research outputs found
The ımportance of morphological knowledge in the reading comprehension difficulties in a highly agglutinative language: Evidence from poor comprehenders
No full textThis study examined the importance of morphological knowledge in the reading comprehension difficulties of poor comprehenders reading in a highly agglutinative language, Turkish. Participants were 56 students recruited from the second and third grades. In the assessment process, we applied three experimental paradigms addressing the participants' morphological and morpho-syntactical knowledge at the lexical and the supralexical levels. Data were collected in individual sessions and analyzed by running a series of GLM ANOVAs and calculating the Spearman–Brown correlation coefficient. Findings suggest morphological knowledge is an important indicator of reading comprehension difficulties in Turkish, a highly agglutinative language. The acquisition of adequate reading comprehension seems to be modified by particularities of the morphological knowledge. © 2022, The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature
Anasınıfı çocuklarına yönelik erken okuryazarlık testi (erot) geliştirme çalışmasıa tevhide kargın
No full textBu araştırma, Türk çocuklarının erken okuryazarlık becerilerini geçerli ve güvenilir bir Şekilde ölçecek kapsamlı bir ölçme aracına duyulan gereksinimle planlanmıştır. Araştırmanın amacını, bu nedenle, 5 yaş çocuklarına yönelik standardizasyonu yapılmış bir erken okuryazarlık testinin-Erken Okuryazarlık Testi (EROT) - geliştirilmesi ve geçerlik ve güvenirliğinin test edilmesi oluşturmuştur. Araştırmanın evrenini Ankara, örneklem grubunu ise Ankara ili kent merkezi sınırları içerisinde yer alan yedi merkez ilçede Milli Eğitim Bakanlığına bağlı bağımsız anaokulları ile ilkokulların bünyesinde 5 yaş çocuklarına eğitim veren sınıflarda öğrenim gören 403 çocuk oluşturmuştur. Çalışma içerisinde çocukların erken okuryazarlık becerileri EROT kapsamında geliştirilen 7 alt test (Alıcı Dil, İfade Edici Dil, Genel İsimlendirme, İşlev Bilgisi, Harf Bilgisi, Sesbilgisel Farkındalık ve Dinlediğini Anlama) ile değerlendirilmiştir. Yapılan değerlendirmelerden elde edilen veriler ise EROT‟un geçerlik ve güvenirlik hesaplamalarının yapılabilmesi için analiz edilmiştir. Analizlerden elde edilen bulgular, EROT‟un 7 alt test ile erken okuryazarlık becerilerini geçerli ve güvenir Şekilde ölçtüğünü göstermiştir
Reading Failure in a Completely Transparent Orthography Representing a Morphologically Highly Complex Agglutinative Language: the Case of Turkish
No full textThis study investigates differences in the word processing skills of students with and without reading difficulties who read Turkish, an entirely transparent orthography. Thirty-five students diagnosed as poor readers and 51 typically developing controls were tested across two experiments, one that assessed their ability to process identicalness of isolated real words as opposed to pseudowords and another that assessed their ability to judge semantic relatedness of two real words. Participants were from two education levels; half of them were 3rd-4th graders and half were 6th-7th graders. An integrative view of the findings points to an apparent failure of Turkish poor readers to develop a lexicalized reading route that mediates word recognition by means of permanent orthographic knowledge. Moreover, their ability to effectively process word letter sequences along a non-lexical grapheme-to-phoneme conversion-based reading route was found to be seriously restricted. Findings are discussed with direct reference to orthographic transparency, dual-route reading theory and the orthographic self-teaching concept
Differences in the reading of shallow and deep orthography: developmental evidence from Hebrew and Turkish readers
No full textStudy for Developing the Test of Early Literacy for Turkish Kindergarten Children
No full textThis study was planned due to the crucial need for a standardized measure of early literacy with demonstrated validity and reliability for Turkish children. Therefore, this study aimed to develop a standardized measure of early literacy-the Test of Early Literacy (TEL) for kindergarten children and to test its validity and reliability. Participants were 403 kindergarten children selected from several schools located in neighborhoods of different socioeconomic statuses in Ankara. The early literacy skills of children were tested with seven sub-tests of TEL (Receptive Language, Expressive Language, Category Naming, Function Knowledge, Letter Knowledge, Phonological Awareness, and Listening Comprehension). The gathered data was used to analyze the validity and reliability of TEL. In general, the findings suggest that TEL has adequate validity and reliability for evaluating the early literacy skills of Turkish kindergarten children
İşitme kayıplı öğrencilerin morfolojik bilgi ve becerilerinin gelişimsel olarak incelenmesi
No full textBu araştırmanın amacı, işitme kayıplı öğrencilerin morfolojik bilgi ve becerilerinin farklı okuma düzeylerinde (sözcük/cümle/ paragraf düzeylerinde) gelişimsel bir bakış açısıyla işiten akranlarıyla karşılaştırmalı olarak incelenmesidir. Araştırmaya farklı eğitim düzeylerinde (ilkokul, ortaokul ve lise) öğrenimlerine devam eden 135 işitme kayıplı öğrenci ile onlarla aynı sınıf düzeyinde 148 işiten öğrenci katılmıştır. Bulgular çalışmaya katılan işitme kayıplı öğrencilerin tüm düzeylerde (duyarlılık, bilgi ve beceri) işiten akranlarına göre morfolojik bilgi ve becerilerde sınırlılıklar yaşadıklarını göstermiştir. Çalışmanın bulgularının işitme kayıplı öğrencilerin okuma ve okuduğunu anlama için temel becerilerden biri olan morfolojik farkındalık bilgi ve becerilerindeki durumlarını betimlemesi, kazanmaları beklenen daha temel düzeydeki basit morfolojik yapıları ve bu yapıların sözcüklere yükledikleri anlamları kazanamadıklarını göstermesi adına önemli olduğu düşünülmektedir. Elde edilen sonuçlara daha geniş bir çerçeveden bakılacak olursa, işitme kayıplı öğrencilerin yaşamlarında karşılaştıkları tüm yazılı materyallerin konuşulan Türkçeye uygun olarak hazırlanması, bu öğrencilerin konuşulan dile özgü temel dilbilgisel (ortografi, sözdizimi, morfoloji vb.) kuralları öğrenmelerini zorunlu kılmaktadır
Examining the Role of Morphological Awareness Skills on the Reading Process from a Developmental Perspective: Evidence from Deaf and Hearing Readers
No full textThis research is a descriptive study aimed at examining the role of morphological awareness skills of deaf and hearing students on the reading process from a developmental perspective. A total of 141 students (67 deaf and 74 hearing students) from different levels of education (primary school, junior high school, and high school) participated in the research. Morphological awareness knowledge and skills of the research group were evaluated by two independent paradigms: a) morphological sensitivity, and b) morphological awareness paradigms. The data of the study were analyzed using variance analysis (GLM-Anova) and two-factor Manova (GLM-Manova), and the results showed that morphological awareness skills of deaf students were significantly lower than their hearing counterparts in all educational levels. Evidence for the present study is discussed with reference to reflections of poor morphological awareness performances in deaf students to their general reading and reading comprehension processes were discussed in detail
Differences in Word Processing Skills of Deaf and Hearing Individuals Reading in Different Orthographies
No full textKaynaştırma Ortamındaki İşitme Engelli Öğrencilerin Sözcükleri Anlamsal İşlemleme Becerilerinin İşiten Okuyucularla Karşılaştırılması
No full textIt is emphasized that the studies of the hearing loss readers' word processing skills have limitations in In this study, it was aimed to compare the semantic word processing skills of hearing students, cochlear implant and hearing aids students. For this purpose, 32 hearing student and 34 hearing aid student and 35 cochlear implant student 3rd-4 th graders participated in the study. In order to examine the participants' word processing skills we used semantic word processing tests consisting of isolated written Turkish word pairs (24 related/ 24 unrelated). It has been found that hearing readers perform better than hearing aid and cochlear implant readers in terms of semantic word processing accuracy. In addition, performances of hearing aid readers and cochlear implant readers were found to perform with similar performance in terms of both response speed and error averages. When all the readers participating in the research were able to process the words in different semantic categories, it was seen that the readers processed the words with similar response speeds and error rates without depending on the semantic categories
