ÖzBu çalışmada, işaret dili ile dikte edilen bir metin incelenerek, işitme engelli öğrencilerin yazma performanslarının belirlenmesi amaçlanmıştır. Araştırmaya 6.,7. ve 8. sınıfa devam eden 10 işitme engelli öğrenci katılmıştır. Araştırmada veri toplama aracı olarak, araştırmacıların hazırladığı, uzman görüşü alınmış ve gündelik hayatta sık kullanılan sözcüklerin yer aldığı 57 kelimeden oluşan bir metin kullanılmıştır. Yazılı metinlerdeki, yazma hataları analiz edilmiştir. Elde edilen yazılı metinlerde harf ve/veya hece atlama (letter and/or morpheme omission), harf ve/veya hece ekleme (addition of letter and/or morpheme), sözcük atlama (word omission), sözcük ekleme (addition of word) hataları olduğu görülmüştür. Ayrıca kelimenin yanlış olarak kullanılması ve çekim eki hataları gibi hatalar yaptıkları belirlenmiştir. İşitme engelli öğrencilerin, yazılı anlatım becerilerindeki sınırlılıklarının, günlük yaşam ve akademik beceriler üzerindeki etkisi alanyazın çerçevesinde tartışılmıştır.
It is stated that the language performances of children with Autism Spectrum Disorder (ASD) has a heterogeneous structure. Studies examining the language performance of children with ASD reveal very different results. An important part of these studies consists of researches which involves children speaking languages of Indo-European linguistic family. Language characteristics of children with ASD who speak Turkish, which is an agglutinative language, may contribute to the development of a new perspective in the field, different from the Indo-European language family. The aim of this study is to compare Turkish-speaking children with ASD to their typically developing (TD) peers on receptive language, expressive language and total language scores. Thirty children (15 ASD, 15 TD) aged between 36 -73 months whose nonverbal intelligence and chronological ages were matched constitute the participants of the study. Turkish version of Early Language Development Test was used to evaluate participants' receptive, expressive, and total language performance. It was found that Turkish-speaking children with ASD underperformed their typically developing peers in the control group in terms of expressive, receptive, and total language scores. As a result, although there was no difference between the groups in terms of non-verbal intelligence and chronological age, it was found that the language performances of children with ASD were lower than their typically developing peers. Therefore, it can be said that, as a result of their social interaction limitations and/or language difficulties, the language performances of children with ASD lag behind those of their typically developing peers. There are studies in the literature suggesting that the expressive language performance of children with ASD is better than their receptive language performance. However, this study does not agree with these findings in the literature, and it is stated that both receptive and expressive language performances of children with ASD are behind the control group.
Biçim-sözdizimsel gelişimin değerlendirilmesinde dil örneği analizi yaygın olarak kullanılmaktadır. Bu çalışmanın amacı, 3-7 yaş arasındaki çocukların dil örneklerinden alınan biçim-sözdizimsel ölçümlerin yaşla ve birbirleriyle ilişkisinin incelenmesidir. Bu amaçla dil örneklerinden Ortalama Sözce Uzunluğu (OSU), Yan Cümle Oranı (YCO) ve Sözdizimi Karmaşıklığı İndeksi (SÖZK) puanları hesaplanmıştır. Bu ölçümlerin yaşla ilişkileri ve yaşı yordama güçleri incelenmiştir. Çalışma grubunda yer alan 142 çocuktan sohbet bağlamında dil örnekleri alınmıştır. İncelenen üç ölçüm ortalamalarının yaşla doğru orantılı olarak arttığı, OSU'nun yaş ile yüksek düzeyde, YCO ve SÖZK'nın ise orta düzeyde ilişkili olduğu belirlenmiştir. Her ölçümün yaşla ilişkileri ve biçim-sözdizimsel gelişimi değerlendirme amaçlı kullanım potansiyelleri tartışılmıştır. Anahtar sözcükler: dil örneği ölçümleri, biçim-sözdizimsel gelişim, değerlendirme, sözdizimi karmaşıklığı Examination of Morphosyntactic Measures in 3 to 7 Age Group ABSTRACT: Language sample analysis is widely used in assessing morphosyntactic development. The purpose of this study is to examine the relationship between age and morphosyntactic measures derived from language samples of children between the ages of 3 and 7 years. For this purpose, mean length of utterance, clause ratio and syntactic complexity index were calculated from conversational language samples. The relation and predictive value of these measures with age were examined. Conversational language samples were taken from 142 children. It was found that the means of three measures increased with age. The Mean Length of Utterance was shown strong correlation with age while clause ratio and syntactic complexity index were moderately correlated. The relationship of these measures with age and their potential to use for morpho-syntactic assessment has been discussed.
The purpose of this study is to adapt Soto's (1997) Attitude Scale towards Alternative and Augmentative Communication Systems (AAC) into Turkish and to examine teachers' attitudes toward AAC when working with children with special needs. It was conducted with the participation of 404 teachers (242 females and 162 males) working in the special education field. The participants were chosen using a purposive sampling technique. EFA and CFA were performed for the adaptation of the scale. The fit index values were found to be within acceptable ranges [2=423.31, sd=158, 2/df=2.67, CFI=.90, SRMR=.07]. Correlation coefficients for all items ranged from.38 to.84. It was determined that the difference between the lower and upper 27% of all items was significant. Cronbach's alpha was greater than.70 in all dimensions (α =.72). The findings indicate that the scale is effective, valid, and reliable when assessing teachers' attitudes toward AAC. When the attitude scores of teachers working with children with special needs were analyzed with independent samples ttest and ANOVA, it was discovered that attitudes did not vary by gender, but they varied by graduate program and status of having received AAC education.
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