İngiliz Dili Eğitimi

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Browsing İngiliz Dili Eğitimi by Author "Babür, Fatma Nalan."

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    Cognitive and linguistic components of reading acquisition in Turkish: Evidence from second and fourth graders
    (Thesis (M.A.) - Bogazici University. Institute for Graduate Studies in the Social Sciences, 2017., 2017.) Bektaş, Sezen.; Haznedar, Belma.; Babür, Fatma Nalan.
    The present study investigated the role of cognitive and linguistic components of reading acquisition in Turkish, with special reference to phonological awareness (PA), rapid automatized naming (RAN), morphological awareness (MA) and phonological memory (PM) in predicting real word reading (WREAD) and non-word reading (NWREAD) abilities of Turkish-speaking children. In a cross-sectional study design, it explored the relationships between the respective reading components and measures with a special focus on grade-level differences. Besides, the relative importance of the variables in predicting word-level reading success was investigated through multiple hierarchical regression analyses across grades. A total of 87 Turkish-speaking children from Grade 2 and 4 participated in the study. Multiple instruments were used to collect the data. The results showed that the fourth graders performed significantly better than the second graders at all the measures, which pointed to a significant grade-level difference between the groups. When WREAD was the dependent variable, regression analyses revealed that RAN was a strong predictor of the WREAD ability at both grades. In addition, PA made a significant contribution to WREAD at Grade 2, whereas it did not account for significant amounts of variance in WREAD at Grade 4. As for NWREAD, none of the predictors made a significant contribution to NWREAD at Grade 2, while RAN appeared as the only significant predictor at Grade 4. The results highlighted that RAN remained as a strong predictor of both reading abilities as the grade level increased; however, the effect of PA tended to decrease over years.
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    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.
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    Predictors of emerging reading skills in Turkish:|Evidence from Kurdish-Turkish bilingual early readers
    (Thesis (M.A.) - Bogazici University. Institute for Graduate Studies in the Social Sciences, 2019., 2019.) Öz, Mahsume.; Haznedar, Belma.; Babür, Fatma Nalan.
    In Turkey, Kurdish is one of the most spoken languages after Turkish; however, there is not enough knowledge regarding Kurdish-Turkish successive bilingual children’s literacy development. Hence, the current study explored the role of component processes, phonological awareness (PA), phonological memory (PM), rapid automatized naming (RAN), and vocabulary, in predicting real word reading (WRD) and pseud-word reading (PWD) abilities of Kurdish-Turkish bilingual students learning to read in Turkish. Adopting a cross-sectional research design, it investigated the relationships between reading-related components and reading outcomes by referring to the differences between grade levels. Besides, the role of linguistic and cognitive factors in contributing to word-level reading performance was explored through multiple and hierarchical regression analyses across grades. Participants were 81 Kurdish-Turkish bilingual children attending Grade 1 and Grade 2. They were tested on a battery of literacy measures in Turkish. The results indicated that second graders significantly performed better at all of the tasks compared to first graders with the exception of vocabulary. According to regression analyses, PA emerged as the strongest predictor of dependent measures assessing word reading ability at Grade 1. PM and RAN were found to be significant contributors to WRD abilities at Grade 2. Taken together, the findings of the study have shown that as the grade level increased, PA tended to lose its strength whereas PM and RAN gained more importance in predicting word reading success.
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    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.