Yazar "Yuzbasioglu, Yasemin" seçeneğine göre listele

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    Öğe
    Adaptation of the Listening Comprehension Test to Turkish Culture
    (Ankara Univ, Fac Educational Sciences, 2023) Celikten-Demirel, Serpil; Sumer-Dodur, Halime Miray; Altindag-Kumas, Ozlem; Yuzbasioglu, Yasemin
    [Abstract Not Available]
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    Öğe
    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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    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.