İlköğretim Bölümü
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Browsing İlköğretim Bölümü by Author "Babür, Fatma Nalan."
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Item Development of a scale on primary school teachers’ knowledge and perception of dyslexia(Thesis (M.A.) - Bogazici University. Institute for Graduate Studies in the Social Sciences, 2019., 2019.) Tosun, Duygu.; Babür, Fatma Nalan.; Arıkan, Serkan.The aim of the present study is two-fold. Firstly, it attempts to develop a scale to measure primary school teachers’ knowledge and perception of dyslexia. Secondly, it aims to explore teachers’ knowledge and perception of dyslexia through this scale. This study examines whether teachers’ knowledge and perception of dyslexia differ with regard to years of teaching experience, taking a course or seminars related to dyslexia, reading a book or an article about dyslexia and teaching a student with dyslexia or not. For this purpose Teachers’ Knowledge and Perceptions Scale was developed and 201 primary school teachers participated in the study. The results showed that there was no significant relationship between primary school teachers’ knowledge of dyslexia and their teaching experience. Also their knowledge of dyslexia did not differ with regard to other variables of the study. On the other hand, there was a weak positive relationship between teachers’ perception of dyslexia and teaching experience and there was a significant difference between perceptions of primary school teachers with regard to taking a course about dyslexia during university education. Teachers’ perception did not differ with regard to taking an in service seminar, reading a book or an article and teaching a student with dyslexia. The study may contribute to dyslexia research in terms of developing a scale to measure teachers’ knowledge and perception of dyslexia and revealing their knowledge and perception.Item Differentiating poor and good readers in second grade: Cognitive and linguistic variables(Thesis (M.A.) - Bogazici University. Institute for Graduate Studies in the Social Sciences, 2017., 2018.) Kuzucu Örge, Semanur.; Babür, Fatma Nalan.The present study examined the relationships of reading fluency with cognitive and linguistic skills in second graders. In particular, the roles of phonological awareness (PA), rapid automatized naming (RAN), phonological memory (PM) and morphological awareness (MA) in prediction of oral reading fluency (ORF) were explored in Turkish poor and good readers. Sixty six second grade students participated in the study and the measurements of ORF, PA, RAN, PM, and MA were administered. After data collection, the sample was divided into two groups as poor and good readers based on the students’ performance on ORF. The findings showed that relationships between ORF and other variables differentiate in poor and good readers. PA and RAN were related significantly to ORF in poor readers while ORF was correlated with PA and MA in good readers. Also, regression analyses indicated that PA is the most significant predictor to ORF in poor readers while MA is a significant precursor for ORF in good readers. Moreover, both PA and RAN have additional explanations to ORF in poor readers although only MA was a significant contributor of ORF in good readers. Consequently, these findings demonstrated that poor readers are on the process of reading acquisition via phonological awareness and naming speed, but good readers move up into semantics of words via morphological awareness. As Turkish is a transparent and agglutinating language, the results of this study offer a different perspective on Turkish reading development.Item Examining early predictors of number sense among first graders(Thesis (M.A.) - Bogazici University. Institute for Graduate Studies in the Social Sciences, 2013., 2013.) Aşık, Merve.; Babür, Fatma Nalan.The aim of the study was to examine the roles of arithmetic performance, reading and the cognitive correlates of mathematics learning as working memory, rapid automatized naming (RAN) and processing speed on number sense, which is defined as the core of numerical cognition. Participants were 142 first grade students from a total of 17 state and private primary schools. To see the interrelationships among number sense and the other variables aforementioned, correlation analysis was conducted. Correlation analysis indicated that all the variables significantly correlated to each other except RAN and memory measures. To investigate how each variable accounts for the variance of number sense, multiple regression analysis was run. Regression analyses indicated that arithmetic performance, memory for words and reading comprehension accounted for significant variance in number sense. This study also aimed to describe the distinguishing features of first graders who have good (GNS), average (ANS), and poor number sense scores (PNS) in terms of the variables. Analysis of variance (ANOVA) and Kruskal-Wallis tests were conducted to compare the mean differences between the groups. Results showed that PNS group significantly differed from the GNS group on all the measures. The PNS group was significantly lower than the ANS on arithmetic performance, memory for words, RAN, and reading comprehension. The ANS significantly differed from the GNS on all the measures except RAN and reading comprehension. However, further research is needed to replicate this study in a longitudinal fashion.Item Fifth graders’ comprehension of expository texts: Performance differences between poor and adequate readers(Thesis (M.A.) - Bogazici University. Institute for Graduate Studies in the Social Sciences, 2018., 2018.) Akdemir, Zeynep Gonca.; Özel, Serkan.; Babür, Fatma Nalan.The present study investigated and compared the expository text reading comprehension performances of adequate and poor readers by using a multicomponent model. The participants were 80 native Turkish-speaking 5th grade students. A number of literacy measures were used to collect data which were analyzed by various quantitative techniques including independent samples t-test, simultaneous regression analysis, and path analysis. The results of the independent samples t-test showed that poor readers had significantly lower performance than adequate readers in terms of their reading (a) collection of description, (b) compare contrast, and (c) problem-solution texts. In addition, path analysis results presented different patterns for each reading groups. For adequate readers, science reading fluency and depth of vocabulary knowledge contributed most to science reading comprehension. For poor readers, morphological awareness significantly accounted for their science reading comprehension performance in Turkish. The findings revealed that (a) text reading fluency is an important variable for considering the skilled performance of adequate readers, (b) the poorer comprehension performance of struggling readers were also predicted by their automatic reading skills in science texts, and (c) there is the need for further research investigating the science reading comprehension performance of readers in an approach based on multi-component model in Turkish reading.