Yazar "Altindag Kumas, Ozlem" seçeneğine göre listele

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    Development of early numeracy skills in children with moderate intellectual disability
    (Sage Publications Ltd, 2024) Altindag Kumas, Ozlem; Sardohan Yildirim, Adile Emel
    This study assessed the effectiveness of a program aimed at improving the early numeracy skills of students with moderate intellectual disability. The persistence of the acquired skills and the program's impact on learning were monitored. Feedback from the students and their mothers was also gathered. Using a multiple-probe design across subjects, the results were visually presented through graphical analysis. Three male students aged 8-9 years participated. After obtaining high-reliability findings from reliability analyses, results showed the program effectively increased students' number skills with a high effect size. These skills persisted post-intervention, and both students and mothers expressed positive views of the intervention.
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    How socioeconomic status, verbal memory, rapid naming and receptive language contribute to phonological awareness in Turkish preschool children
    (Routledge Journals, Taylor & Francis Ltd, 2022) Dodur, Halime Miray Sumer; Altindag Kumas, Ozlem; Yuzbasioglu, Yasemin
    The present study investigated the relative importance of verbal memory, rapid naming, receptive language and phonological awareness for Turkish children from low-versus middle and high-socio economic status (SES) backgrounds. A total of 132 kindergarten children were assessed on verbal memory, rapid naming, receptive language and phonological awareness in Turkish. Results revealed that low-SES children exhibited lower levels of verbal memory, rapid naming, receptive language and phonological awareness than their middle and high-SES counterparts. Regression analyses also indicated that verbal memory and receptive language made significant contributions to phonological awareness. Overall, findings show the potential importance of SES inequalities, verbal memory skills and receptive language input to their children for phonological awareness.
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    Knowledge and beliefs of classroom teachers about dyslexia: the case of teachers in Turkey
    (Routledge Journals, Taylor & Francis Ltd, 2021) Sumer Dodur, H. Miray; Altindag Kumas, Ozlem
    Dyslexia is a specific learning disability that is neurobiological in origin, is characterised by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities and is encountered in one in every five children. Teachers' pedagogical knowledge plays an important role in the education of students with dyslexia. Dyslexia is a very new topic in Turkey. For this reason, scientific research in the field of dyslexia in the country is currently very limited and teachers have very limited knowledge about dyslexia. Due to the lack of such studies, this study was conducted with teachers who worked directly with individuals with dyslexia. The objective of this study was to analyse the knowledge levels of 260 primary school teachers on dyslexia and factors that may be associated with it as determined by their scores on the Knowledge and Beliefs about Developmental Dyslexia Scale. The results show that these classroom teachers were not knowledgeable enough about dyslexia and did not feel ready to teach students with dyslexia. For this reason, it would be beneficial to attach importance to the professional development of teachers by improving their knowledge through inservice training programmes, seminars, and conferences. The findings are discussed within the framework of extant literature.