The aim of this study was to examine the views of third grade elementary school teachers on readi... more The aim of this study was to examine the views of third grade elementary school teachers on reading fluency problems of their students with reading difficulties and their instructional practices towards these problems. 39 third grade teachers and 105 students with reading difficulties in their classrooms participated in this study. Teachers were asked to complete a questionnaire. The results showed that most of the students with reading difficulties read without attention to punctuation marks and read words inaccurately. Most of the teachers stated that they modeled the prosodic reading, used repeating reading and phonic analysis techniques, and gave feedback to their students about the reading errors they made. Teachers also stated that they rarely use choral reading and teaching sight word reading in their classrooms. In addition, it was found that most of the teachers did not assess their students' reading performance or complete assessments inadequately using only a limited number of methods and did not motivate their students for independent reading.
This study investigated the information needs of parents who have children in transition into pub... more This study investigated the information needs of parents who have children in transition into public kindergarten. The research group consisted of 94 parents who have children with hearing impairment with ages ranging from 3 to 5. "The Scale Parental Information Needs in Transition to Kindergarten" was used in this study. Parents responses to the items of the questionnaires were determined by the means and percentages. The research also examined the effects of different variables. These variables were the age at which children began education, age and educational level of parents. The data was analyzed by Kruskall Wallis H Test. The results in this study show that parents have information needs in all items of the scale. There are many different transition periods in the lives of young children. All children experience such transitions as starting to walk, going to school, entering adolescence. Children with hearing impairment experience many transitions similar to those of their typically-developing peers in addition to their own unique ones. Such events as the diagnosis of a disability, starting a treatment or special education, decision of placement, entrance into adolescence or adulthood are very stressful and difficult for many families (Hanline, 1988). Getting used to new circumstances, accepting new duties, communicating with strangers are situations difficult for the families to cope with (Hanline & Halvorsen, 1989; Spiegel-McGill, Reed, Konig & McGowan, 1990). Insufficiency of information about the new program, worries about the physical safety of children and attitudes of other individuals, expectations of failure, and suspicions about the choice of the educational environment are among the difficulties experienced by the families before the transition.(Hanline & Halvorsen, 1989).
Ankara Universitesi Egitim Bilimleri Fakultesi Ozel Egitim Dergisi, 2002
Bu araştırmada meslek liselerinin 9" 10. ve II. sınıflarında kaynaştırılmış düzenlemede eğilim gö... more Bu araştırmada meslek liselerinin 9" 10. ve II. sınıflarında kaynaştırılmış düzenlemede eğilim gören işitme engelli öğrencilere yönelik işiten sınıf arkadaşlarının Tutumlarının çeşitli değişkenler açısından incelenmesi amaçlanmıştır. Araştırmada Cambra (2002) tarafından uyarlama çalışması yapılmış olan Özel Oereks'ınimli Öğrencilerin Kaynaştırılmalarına Yönelik Tutumları Belirleme Ölçeği kullanmıştır. Ölçek Türkçe'ye araştırmacılar tarafından uyarlanmıştır. Araştırmanın sonucunda, işiten öğrencilerin işitme engelli arkadaşlarına yönelik tutumlarının bulundukları sınıf düzeyine, birlikle öğrenim görme sürelerine, işitme engelli öğlenci ile iletişimde kullandıkları yöntemlere ve işitme engeline İlişkin bilgi alma durumlarına göre anlamlı olarak farklılaştığı gözlenmiştir, işiten Öğrencinin cinsiyeti ve işiıen öğrencinin ailesinde ya da yakın çevresinde işitme engelli birey bulunma durumu ise işitme engelli Öğrenciye yönelik tutumlarda anlamlı bir farklılık oluşturmamıştır.
The main aim of this study is to examine the effects of variables such as gender, grade level, ha... more The main aim of this study is to examine the effects of variables such as gender, grade level, having taken the human rights or the children rights courses and age on the attitudes of teacher candidates of mentally handicapped children toward children rights. The second aim of the study is to determine whether these attitudes differ from those of teacher
Bu derlemede, sözcük okuma gelişimi ve stratejileri betimlenmiş ve alfabetik/sesbilgisel okumanın... more Bu derlemede, sözcük okuma gelişimi ve stratejileri betimlenmiş ve alfabetik/sesbilgisel okumanın okuma gelişimindeki önemi açıklanmıştır. Ayrıca, okuma güçlüğü olan çocukların sözcük okuma becerilerinden, sesbilgisel işlem becerileri ile okuma güçlüğü ilişkisinden söz edilmiştir. Son olarak, şeffaf yazımlarda, okuma güçlüğü olan çocuklar için kullanılan okuma öğretim yönteminin etkileri tartışılmıştır.
The purpose of this study was to compare the reading skills of fourth graders who were poor reade... more The purpose of this study was to compare the reading skills of fourth graders who were poor readers in different text genres (story and informative text). Fiftysix fourth grade students who were poor readers participated in this study. Reading rates, reading accuracies, reading errors and reading prosody characteristics of the students were examined in the study. The results of the study showed that reading rates of the students were higher in informative text. In addition, reading accuracies of the students were not differentiated according to text genre. The students made more errors of mispronunciation, word insertion, and repetition of word part, self correction, letter insertion-omission, syllable insertion-omission, letter reversing and conversion of the word final in informative text. The big proportions of mispronunciations of the students were reading the word as a visually similar word in both the story (78%) and the informative text (79%). While the students obtained high...
"The purpose of this study was to examine the opinions of in-service and pre-ser... more "The purpose of this study was to examine the opinions of in-service and pre-service special education teachers on the undergraduate special education programs, field competencies, and their own professional competence. Participants’ suggestions for improving undergraduate special education programs and in-service training programs including topics they need for their own professional development were also obtained. The study designed as a survey model included 107 special education teachers and 160 seniors in the undergraduate special education programs of 4 different universities. The data were gathered using an information form and the Special Education Teacher Program Field Competencies Scale which were developed by the researchers. Results showed that the teachers who graduated from an undergraduate special education program perceived themselves and their teaching education more sufficient than both subject matter teachers and teachers with a special education teaching certificate. Teaching academic skills, classroom management, teaching speech, and language skills and autism were the topics on which the majority of participants found themselves inadequate and requested in-service training. Extending the duration of the practicum, spreading it over the whole duration of the program, and making the courses more field-oriented were the most frequently suggested changes by the participants to be made in the undergraduate special education programs. Based on the results of the study, implications for practice were discussed."
The aim of this study was to investigate the differences in loneliness levels among children with... more The aim of this study was to investigate the differences in loneliness levels among children with low academic achievement, special needs and without special needs in terms of sociometric status in mainstreamed elementary classrooms. Data were collected via Student Information Form, Social Skills Rating System-Teacher Form, Children's Loneliness Scale and Peer Nomination Form. Findings revealed that the loneliness levels of students without special needs were significantly lower than the other two groups and that students in all three groups rated as popular scored significantly lower on the loneliness scale than students rated as rejected by their peers on sociometric measures.
The aim of this study was to investigate the differences in loneliness levels among children with... more The aim of this study was to investigate the differences in loneliness levels among children with low academic achievement, special needs and without special needs in terms of sociometric status in mainstreamed elementary classrooms. Data were collected via Student Information Form, Social Skills Rating System-Teacher Form, Children's Loneliness Scale and Peer Nomination Form. Findings revealed that the loneliness levels of students without special needs were significantly lower than the other two groups and that students in all three groups rated as popular scored significantly lower on the loneliness scale than students rated as rejected by their peers on sociometric measures.
The aim of this study was to examine the views of third grade elementary school teachers on readi... more The aim of this study was to examine the views of third grade elementary school teachers on reading fluency problems of their students with reading difficulties and their instructional practices towards these problems. 39 third grade teachers and 105 students with reading difficulties in their classrooms participated in this study. Teachers were asked to complete a questionnaire. The results showed that most of the students with reading difficulties read without attention to punctuation marks and read words inaccurately. Most of the teachers stated that they modeled the prosodic reading, used repeating reading and phonic analysis techniques, and gave feedback to their students about the reading errors they made. Teachers also stated that they rarely use choral reading and teaching sight word reading in their classrooms. In addition, it was found that most of the teachers did not assess their students' reading performance or complete assessments inadequately using only a limited number of methods and did not motivate their students for independent reading.
This study investigated the information needs of parents who have children in transition into pub... more This study investigated the information needs of parents who have children in transition into public kindergarten. The research group consisted of 94 parents who have children with hearing impairment with ages ranging from 3 to 5. "The Scale Parental Information Needs in Transition to Kindergarten" was used in this study. Parents responses to the items of the questionnaires were determined by the means and percentages. The research also examined the effects of different variables. These variables were the age at which children began education, age and educational level of parents. The data was analyzed by Kruskall Wallis H Test. The results in this study show that parents have information needs in all items of the scale. There are many different transition periods in the lives of young children. All children experience such transitions as starting to walk, going to school, entering adolescence. Children with hearing impairment experience many transitions similar to those of their typically-developing peers in addition to their own unique ones. Such events as the diagnosis of a disability, starting a treatment or special education, decision of placement, entrance into adolescence or adulthood are very stressful and difficult for many families (Hanline, 1988). Getting used to new circumstances, accepting new duties, communicating with strangers are situations difficult for the families to cope with (Hanline & Halvorsen, 1989; Spiegel-McGill, Reed, Konig & McGowan, 1990). Insufficiency of information about the new program, worries about the physical safety of children and attitudes of other individuals, expectations of failure, and suspicions about the choice of the educational environment are among the difficulties experienced by the families before the transition.(Hanline & Halvorsen, 1989).
Ankara Universitesi Egitim Bilimleri Fakultesi Ozel Egitim Dergisi, 2002
Bu araştırmada meslek liselerinin 9" 10. ve II. sınıflarında kaynaştırılmış düzenlemede eğilim gö... more Bu araştırmada meslek liselerinin 9" 10. ve II. sınıflarında kaynaştırılmış düzenlemede eğilim gören işitme engelli öğrencilere yönelik işiten sınıf arkadaşlarının Tutumlarının çeşitli değişkenler açısından incelenmesi amaçlanmıştır. Araştırmada Cambra (2002) tarafından uyarlama çalışması yapılmış olan Özel Oereks'ınimli Öğrencilerin Kaynaştırılmalarına Yönelik Tutumları Belirleme Ölçeği kullanmıştır. Ölçek Türkçe'ye araştırmacılar tarafından uyarlanmıştır. Araştırmanın sonucunda, işiten öğrencilerin işitme engelli arkadaşlarına yönelik tutumlarının bulundukları sınıf düzeyine, birlikle öğrenim görme sürelerine, işitme engelli öğlenci ile iletişimde kullandıkları yöntemlere ve işitme engeline İlişkin bilgi alma durumlarına göre anlamlı olarak farklılaştığı gözlenmiştir, işiten Öğrencinin cinsiyeti ve işiıen öğrencinin ailesinde ya da yakın çevresinde işitme engelli birey bulunma durumu ise işitme engelli Öğrenciye yönelik tutumlarda anlamlı bir farklılık oluşturmamıştır.
The main aim of this study is to examine the effects of variables such as gender, grade level, ha... more The main aim of this study is to examine the effects of variables such as gender, grade level, having taken the human rights or the children rights courses and age on the attitudes of teacher candidates of mentally handicapped children toward children rights. The second aim of the study is to determine whether these attitudes differ from those of teacher
Bu derlemede, sözcük okuma gelişimi ve stratejileri betimlenmiş ve alfabetik/sesbilgisel okumanın... more Bu derlemede, sözcük okuma gelişimi ve stratejileri betimlenmiş ve alfabetik/sesbilgisel okumanın okuma gelişimindeki önemi açıklanmıştır. Ayrıca, okuma güçlüğü olan çocukların sözcük okuma becerilerinden, sesbilgisel işlem becerileri ile okuma güçlüğü ilişkisinden söz edilmiştir. Son olarak, şeffaf yazımlarda, okuma güçlüğü olan çocuklar için kullanılan okuma öğretim yönteminin etkileri tartışılmıştır.
The purpose of this study was to compare the reading skills of fourth graders who were poor reade... more The purpose of this study was to compare the reading skills of fourth graders who were poor readers in different text genres (story and informative text). Fiftysix fourth grade students who were poor readers participated in this study. Reading rates, reading accuracies, reading errors and reading prosody characteristics of the students were examined in the study. The results of the study showed that reading rates of the students were higher in informative text. In addition, reading accuracies of the students were not differentiated according to text genre. The students made more errors of mispronunciation, word insertion, and repetition of word part, self correction, letter insertion-omission, syllable insertion-omission, letter reversing and conversion of the word final in informative text. The big proportions of mispronunciations of the students were reading the word as a visually similar word in both the story (78%) and the informative text (79%). While the students obtained high...
"The purpose of this study was to examine the opinions of in-service and pre-ser... more "The purpose of this study was to examine the opinions of in-service and pre-service special education teachers on the undergraduate special education programs, field competencies, and their own professional competence. Participants’ suggestions for improving undergraduate special education programs and in-service training programs including topics they need for their own professional development were also obtained. The study designed as a survey model included 107 special education teachers and 160 seniors in the undergraduate special education programs of 4 different universities. The data were gathered using an information form and the Special Education Teacher Program Field Competencies Scale which were developed by the researchers. Results showed that the teachers who graduated from an undergraduate special education program perceived themselves and their teaching education more sufficient than both subject matter teachers and teachers with a special education teaching certificate. Teaching academic skills, classroom management, teaching speech, and language skills and autism were the topics on which the majority of participants found themselves inadequate and requested in-service training. Extending the duration of the practicum, spreading it over the whole duration of the program, and making the courses more field-oriented were the most frequently suggested changes by the participants to be made in the undergraduate special education programs. Based on the results of the study, implications for practice were discussed."
The aim of this study was to investigate the differences in loneliness levels among children with... more The aim of this study was to investigate the differences in loneliness levels among children with low academic achievement, special needs and without special needs in terms of sociometric status in mainstreamed elementary classrooms. Data were collected via Student Information Form, Social Skills Rating System-Teacher Form, Children's Loneliness Scale and Peer Nomination Form. Findings revealed that the loneliness levels of students without special needs were significantly lower than the other two groups and that students in all three groups rated as popular scored significantly lower on the loneliness scale than students rated as rejected by their peers on sociometric measures.
The aim of this study was to investigate the differences in loneliness levels among children with... more The aim of this study was to investigate the differences in loneliness levels among children with low academic achievement, special needs and without special needs in terms of sociometric status in mainstreamed elementary classrooms. Data were collected via Student Information Form, Social Skills Rating System-Teacher Form, Children's Loneliness Scale and Peer Nomination Form. Findings revealed that the loneliness levels of students without special needs were significantly lower than the other two groups and that students in all three groups rated as popular scored significantly lower on the loneliness scale than students rated as rejected by their peers on sociometric measures.
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