Yazar "Kumas, Ozlem Altindag" seçeneğine göre listele

Listeleniyor 1 - 2 / 2
  • [ X ]
    Öğe
    Intervention for early literacy success: Phonological awareness and rapid automatized naming
    (Routledge Journals, Taylor & Francis Ltd, 2024) Dodur, Halime Miray Sumer; Yuzbasioglu, Yasemin; Kumas, Ozlem Altindag; Karaca, Olcay
    The study aimed to assess the effectiveness of a comprehensive intervention program (including PA and RAN interventions) on improving early literacy skills in preschoolers from low socioeconomic backgrounds while exploring participant perspectives. The experimental group showed significant improvements in PA, RAN-object, and RAN-color performance compared to the control group. These improvements were observed immediately after the intervention and were maintained even after a 16-week follow-up period. The experimental group's scores in PA, RAN-object, and RAN-color increased significantly from pretest to posttest and were further improved at the follow-up. These findings suggest that the interventions effectively enhanced participants' performance in these areas and that the experimental group consistently outperformed the control group. The intervention had a significant positive impact on early literacy performance, with the experimental group outperforming the control group. The findings highlight the effectiveness of the program and its favorable reception among families, teachers, and children.
  • [ X ]
    Öğe
    The power of digital story in early mathematics education: Innovative approaches for children with intellectual disabilities
    (Public Library Science, 2024) Kumas, Ozlem Altindag
    This study explored the effectiveness of digital story interventions in improving early math skills in kindergarten children with mild intellectual disabilities. Digital stories are multimedia narratives that combine text, images, and audio to enhance learning experience. This experimental study used a pretest-posttest control group design. The intervention group consisted of 15 children who participated in an 8-week digital story intervention targeting early math skills. A matched control group was used to control for sex differences. Data were collected through the TEMA-3 test scores and teacher and child feedback. Post-intervention, the experimental group showed significant improvements in TEMA-3 test scores compared to the control group. Teachers and children reported a positive perception of the intervention's social validity, highlighting enhanced engagement and understanding of math concepts. This study demonstrated that digital story-based education is a promising approach for improving early math skills in children with mild intellectual disabilities. These findings suggest potential implications for integrating digital storytelling into special education curricula and highlight avenues for future research in this field.