Ph.D. Theses
Permanent URI for this collection
Browse
Browsing Ph.D. Theses by Author "Babür, Fatma Nalan."
Now showing 1 - 2 of 2
Results Per Page
Sort Options
Item Literacy development in Turkish-Arabic speaking bilingual children(Thesis (Ph.D.) - Bogazici University. Institute for Graduate Studies in the Social Sciences, 2021., 2021.) İlerten, Ferda.; Erçetin, Naciye Gülcan.; Babür, Fatma Nalan.; Ph.D. Program in English Language Education.This study explored the role of cognitive and linguistic variables in the development of word reading and reading comprehension in Turkish-Arabic bilingual children. Ninety-two 2nd grade Turkish-Arabic simultaneous bilingual and thirty-five Turkish monolingual children participated in the study. The performance of both groups in phonological awareness (PA), phonological memory (PM), rapid automatized naming (RAN), morphosyntactic awareness (MA), morphological awareness test time (MATT), processing speed (PS) and vocabulary knowledge (VK) was examined and compared through independent samples t-test with bootstrapping function. Bilingual children outperformed monolingual children in PA and PS. The performance of both groups was similar in other tasks. The predictors of reading skills were investigated separately for both groups of participants through stepwise regression analyses. The results revealed that while MATT and RAN predicted word reading efficiency in the bilingual group, MATT and PA were the significant predictors of word reading in the Turkish monolingual group. As for reading comprehension, the groups displayed different patterns. While WRead, VK and PM were the most powerful indicators of comprehension in the Turkish-Arabic bilingual group, MA was the only significant precursor of reading comprehension in the Turkish monolingual children. These differences indicated that the reliance of the monolingual and bilingual children on linguistic and cognitive mechanisms ranged in word reading and reading comprehension.Item Predictors of reading skills in Turkish-speaking fourth grade children(Thesis (Ph.D.) - Bogazici University. Institute for Graduate Studies in the Social Sciences, 2021., 2021.) Candan, Ecehan.; Erçetin, Naciye Gülcan.; Babür, Fatma Nalan.The present study aimed to investigate the concurrent contributions of phonological awareness (PA), rapid automatized naming (RAN), vocabulary, morphological awareness (MA), processing speed (PS), working memory (WM), and inhibitory control (IC) to reading skills in Turkish. It also examined the complex network of relationships among the variables by focusing on RAN, text reading fluency (TRF) and reading comprehension (RC). In the data collection process, a variety of cognitive and linguistic measures were administered to 112 Turkish-speaking Grade 4 children. Based on previous research, a preliminary model of reading was developed and tested through multiple regression analyses as part of a classical path analysis. The results showed that IC was the strongest predictor of RAN, followed by PS. In the next layer of the analysis, RAN explained the largest amount of variance in TRF, followed by MA and PS. In the ultimate model, MA was the most powerful predictor of RC, followed by PA, TRF and vocabulary. MA also explained a considerable amount of variance in vocabulary, which highlighted the interface between morphological and semantic processes involved in RC. Additional analyses revealed that the predictor variables also made a multitude of indirect contributions to RAN, TRF and RC in the highly agglutinative and morphologically rich structure of Turkish.