Reading environment and fluent reading skills Ayse Derya Isik Pedagogical Research, 2023 Language skills have an important place in people’s thinking, understanding people around them and expressing themselves. Reading skills, which are among the other language skills, play a vital role for an individual in adapting them into his daily life. Reading should not be interpreted as recognizing merely the letters, the word and articulating them. In addition to understanding what is written, being able to read fluently is also one of the skills that need to be developed in reading teaching. In today’s developing conditions, thanks to the effective use of technological tools in every aspect of our lives reading is not only done on paper, but also on the screens of many different technological devices. Considering all these, reading on the screen is different from reading on paper, and the development of reading skills from the screen is currently necessary as well as the development of paper reading skills. The aim of this research is to determine the role of the reading environment on fluent reading skills. 24 students who were enrolled in the third and fourth grades of a primary school in the center of Bartin participated in the study. The demographic features of the students such as gender, class, possession of technological tools (computer, tablet, smart phone, etc.), and duration of use of technological tools were identified using a personal information form. Using a formula developed for Turkish by Atesman (1997), which permits estimating the readability level of the text based on word and sentence length, a text consisting of 189 words with an “easy” readability level was chosen in order to test the students’ fluency in reading. This text was read by the students both on paper and on the tablet computer screen, and their fluent reading skills were evaluated. In the end of the research, it is determined that the number of words students correctly read, the rates of their correct reading and prosodic reading skills differ according to the time of using a computer in reading from the screen; the number of words read correctly differs according to the time it takes to have a tablet computer in reading from paper; the classes differ in both paper reading and screen reading in favor of the 4th classes, whereas the correct reading rates differ only in paper reading. In line with the results of the research, suggestions were made to support the use of electronic media in schools and improve reading skills by supporting the use of technological tools.
The effect of teaching mathematics with games on the mathematics achievement of secondary school 7th grade students Neslihan Usta, Ayşe Derya Işık, Fatih Taş, Gonca Gülay, Gülsün Şahan, Süreyya Genç, Fatma Diril, Özge Demir, Kazım Küçük Elementary Education Online, 2018 Normal 0 21 false false false TR X-NONE X-NONE /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Table Normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-parent:""; mso-padding-alt:0cm 5.4pt 0cm 5.4pt; mso-para-margin-top:0cm; mso-para-margin-right:0cm; mso-para-margin-bottom:8.0pt; mso-para-margin-left:0cm; line-height:107%; mso-pagination:widow-orphan; font-size:11.0pt; font-family:"Calibri",sans-serif; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin; mso-bidi-font-family:"Times New Roman"; mso-bidi-theme-font:minor-bidi; mso-fareast-language:EN-US;} Bu araştırmanın amacı oyunlarla matematik öğretiminin ortaokul yedinci sınıf öğrencilerinin matematik başarısına etkisini incelemektir. Araştırmanın çalışma grubunu Bartın ilindeki iki okulun yedinci sınıflarında okuyan 39 öğrenci oluşturmuştur. Yapılan araştırmada problemin değerlendirilme aşamasında deneysel yöntem kullanılmıştır. Araştırmanın modeli ise kontrol gruplu ön test–son test yarı deneysel model olarak belirlenmiştir. Bu çalışmada veriler ortaokul yedinci sınıf matematik dersinin “Yüzdeler, Doğrular ve Açılar, Çokgenler, Çember ve Daire” ünitelerini kapsayan başarı testleri ile toplanmıştır. Bu başarı testleri araştırmacılar tarafından geliştirilmiştir. Veri analizinde gruplardaki kişi sayısının az olmasından dolayı nonparametrik teknikler kullanılmıştır. Bağımlı gruplar arasındaki analizlerde Wilcoxon İşaretli Sıralar Testi, bağımsız gruplar için Mann Whitney U Testi kullanılmıştır. Matematik konuları açısından bakıldığında araştırma sonucunda Yüzdeler, Doğrular ve Açılar ile Çokgenler konularında oyunlarla matematik öğretiminin okuldaki öğretim faaliyetlerine göre öğrencilerin başarıları üzerinde daha olumlu etkileri olduğu belirlenmiştir.
Socio-cultural factors effecting first grade primary school students’ reading success Ayşe Derya IŞIK, Emine Akosmanoğlu, Abdulhadi Bilir Elementary Education Online, 2015 The purpose of this study is to investigate socio-cultural factors that affect first grade students’ success. It is designed as a qualitative study. The study was carried out on 186 first grade students in 6 classes of Bartın Province, Special Provincial Directorate Ağdacı Primary School and Atatürk Primary School. In data collection process, students’ success was identified using observation form given in Turkish Course Book; and a questionnaire was implemented to find out the socio-cultural status of children in the upper and lower success groups. The results of the study revealed that student success differed by families’ monthly income, education of parents, father’s job, pre-school education, having a computer, using computer, daily computer using frequency and daily internet using frequency
The effects of learning package prepared according to the constructivist approach on information technologies course Milli Egitim, 2012
