Ph.D. Theses
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Browsing Ph.D. Theses by Author "Haznedar, Belma."
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Item Decoding and reading comprehension in Turkish :|a comparison of Turkish monolingual and Kurdish-Turkish bilingual children(Thesis (Ph.D.) - Bogazici University. Institute for Graduate Studies in the Social Sciences, 2022., 2022.) Kurt, Serhat.; Haznedar, Belma.This study investigated the longitudinal contributions of phonological awareness (PA), rapid automatized naming (RAN), phonological memory (PM), listening comprehension (LC) and vocabulary to Turkish decoding and reading comprehension among Turkish monolinguals (N=46) and Kurdish-Turkish bilinguals (N=50). In addition, it explored whether there was any performance difference between monolinguals and bilinguals in the development of these cognitive and linguistic components from kindergarten to Grade 1. The participants were individually tested at three times: at the beginning, at the end of the kindergarten, and at the end of Grade 1. The findings revealed a developmental pattern in PA, RAN, PM, LC and vocabulary performances across the groups from kindergarten to Grade 1. Separate mixed ANOVAs were conducted for each component to observe any performance differences among monolingual and bilingual children across the times. The monolinguals outperformed the bilinguals in all tests except for PA tests. That is, the bilingual children scored better on PA tests than their monolingual counterparts at the beginning of the kindergarten. However, this performance difference was faded in the later times, especially at Grade 1. On the other hand, monolinguals statistically did better than bilinguals especially in LC and vocabulary tests. The resuls of hierarchical regression analyses revealed that PA and RAN were significant predictors of decoding. As to reading comprehension, LC and vocabulary appeared to be the best predictors of reading comprehension. Similarly, decoding significantly contributed to reading comprehension.Item Reading fluency and comprehension in a transparent orthography: Evidence from Turkish children(Thesis (Ph.D.) - Bogazici University. Institute for Graduate Studies in the Social Sciences, 2018., 2018.) Özata, Hatice.; Haznedar, Belma.This study was designed to explore the concurrent relationships of reading skills (i.e., word-level reading fluency and comprehension) with cognitive and linguistic variables (i.e., rapid-automatized naming [RAN], phonological awareness [PA], phonological memory [PM], morphological awareness [MA], orthographic knowledge [OK]), processing speed [PS], and vocabulary), along with parental education level. The interplay among these variables was also investigated. A total of 92 Turkish-speaking children in grades 2 and 4 were administered a battery of tests to measure their performance with respect to reading skills and linguistic and cognitive variables. A preliminary model of reading that illustrated the proposed direct and indirect (i.e., mediating) relationships among the variables was developed. The model was then tested using a classical path analysis which relied on a series of simultaneous multiple regression. The results revealed that alphanumeric RAN and OK remained the strongest and most persistent predictors of fluent word reading at both grade levels. Other variables, namely PA, PM, MA, OK, PS, vocabulary, and parents’ education level, made no significant direct or unique contribution to word reading fluency. PA and PS indirectly influenced second graders’ fluent word recognition through OK. However, only PS made an indirect contribution to word reading fluency via OK in grade 4. As for the reading comprehension skill, fluent word recognition, vocabulary, and parental education level were identified as independent precursors across grades. In addition, the mediating roles of vocabulary and fluent word recognition were emphasized in reading comprehension.