The aim of this study is to investigate the relationship between the multimodal literacy of pre-service teachers and their perception of self-efficacy in critical reading. At the same time, it is to what extent their multimodal literacy levels predict their perception of self-efficacy in critical reading. 337 students were chosen via convenience sampling for this study which was designed on the basis of relational survey model. The data which is needed to answer the relevant questions in our study was collected by means of Multimodal Literacy Scale (Bulut, Ulu and Kan, 2015) and Critical Reading Self-Sufficiency Perception Scale (Karadeniz, 2014). The analyses of the data collected were conducted through Pearson product-moment correlation coefficient analysis technique and multiple regression analysis technique. In view of the results we have obtained in this study, multimodalness is a strong predictive of self-efficacy perception in critical reading (R=.517; R2=.267) [F(3.336)=40.483, p˂.000). The dimension of expressing oneself using multimodal structures (r=.362), interpretation of the contents presented in multimodal structures (r=.466) and preferring multimodal structures (r=.209) has a positive and significant effect on critical reading self-efficacy perception.
Problem Statements: It is a fact that there are individual differences in education and it would be wrong to expect every individual to learn at the same speed. Certain individuals have difficulty in some subjects such as reading, writing and mathematics, yet the most common such problem is difficulty in reading. Particularly, the students who fall behind others in early reading-writing periods have hardships in coding, interpretation and word acquisition. These failures often result in low motivation to learn and decreased self-esteem, and this, in turn, prevents them from making satisfactory use of educational services. For these reasons, this study focuses on the elimination of reading disabilities.Purpose of the study: The aim of this study is to investigate the effects of repetitive reading and preview-question-read-summarize (PQRS) strategies on the elimination of reading and comprehension problems of a 3 rd grader.Method: This study, which focuses on the identification of reading and comprehension problems and the elimination of such problems, can be classified as an action research. On the other hand, it is also a case study as it investigates in detail the reasons for the problems in reading and comprehension that only one subject is having. Hacer Ulu & Hayati AkyolFindings and results: At the end of the implementation process, we have seen the state of anxiety reduced to a free level. Conclusions and Recommendations:The problems students with reading disabilities are continuous. These difficulties often begin during the early years of primary school and continue in subsequent years.The identification of the strategies used to eliminate reading disabilities is expected not only to guide teachers in the teaching process but also to shed light on future studies of academicians.
ARTICLE INFOWhile the individual gains the ability of speaking and listening in the preschool period, he/she gains the ability of reading and writing within a certain program during the primary school period. Some students have difficulty in writing manuscript handwriting during the primary school period. The aim of this study is to examine the manuscript handwriting of primary school first year primary school students in terms of legibility and writing errors. The research, which was designed according to the survey model, was conducted with first year primary school students consisting of 92 participants in Afyonkarahisar. Manuscript handwriting of the students were evaluated with "Multidimensional Legibility Scale" and "Spelling Errors Form". Descriptive statistics were calculated by frequency, percentage, arithmetic mean and standard deviation. According to the findings, the manuscript handwriting of the first year primary school students were found to be moderately legible in terms of space, size, shape and line tracking. It is followed by skipping/inserting extra letters, skipping/inserting syllables, mixing the letters, skipping/inserting words, separating end of line syllable, writing words adjunct/separate, incorrect writing of words, reverse writing and spelling errors. A negative and significant relationship was determined between the total scores of students' readability and writing errors. In line with the findings, teachers try to prevent writing difficulties by identifying students who cannot write legible writing from small classes.
Examining the relationships between the attitudes towards reading and reading habits, metacognitive awarenesses of reading strategies, and critical thinking tendencies of pre-service teachers.
Öz Türkçe dersinde Ağ Araştırması'na dayalı öğretimin okuduğunu anlama becerisinin gelişimine etkisini belirlemek amacıyla yapılan bu araştırma eylem araştırması deseninde tasarlanmıştır. Araştırmanın çalışma grubunu 24 ilkokul dördüncü sınıf öğrencisi oluşturmaktadır. 55 ders saati süren araştırmada öğrenciler grup, eşli ve bireysel olmak üzere üç Ağ Araştırması'na dayalı öğretim uygulamasına katılmıştır. Okuduğunu anlama testi çalışmada öntest ve sontest olarak uygulanmıştır. Nicel verilerin analizinde betimsel istatistiklere yer verilmiş ve ilişkili örneklemler için t testi kullanılmıştır. Nitel veriler ise betimsel analiz yapılarak çözümlenmiştir. Araştırmadan elde edilen bulgulara göre öğrencilerin okuduğunu anlama öntest puanlarına göre sontest puanları lehine anlamlı farklılık bulunmuştur. Öğrenciler AADÖ sürecinde ekranın kendilerini yönlendirdiğini belirterek aradıkları bilgilere daha çabuk ulaştıklarını ve konuyla ilgili farklı sayfalara ulaşıp bilgileri bütünleştirerek metinler arası anlam kurduklarını, ekrandaki yazılı unsurlarla görsel ve işitsel unsurları ilişkilendirerek daha kolay biçimde anlam oluşturduklarını belirtmişlerdir.Farklı yazı tipi ve renginin olmasının öğrenci için araştırdığı konuya ilişkin ipucu verdiği ve e-okuma-anlama stratejilerini kullanan öğrencilerin metinleri daha kolay anlamlandırdıkları tespit edilmiştir. Bu süreçte öğrenciler arasında yaşanan anlaşmazlık, öğrenme ürünlerini kaydetmeme, göz gezdirme, özetlemegibi stratejileri kullanamama vb. yaşanan sorunlar arasındadır. Yaşanan sorunlara bazı çözüm önerileri getirilmiştir.
Problem Statement: Most structures of the texts individuals encounter today are multimodal, in which written, visual, and auditory elements are used together. Students who spend most of their time on social networks or playing various computer games gain experience in multimodal environments. As a part of teacher training, it is important that teachers who prepare students for life and set an example have multimodal literacy skills by keeping up with advancing technology. Purpose of Study:The study, carried out in Turkey, researches whether or not the multimodal literacy skills within the formal training prospective teachers receive are limited. A scale that aims to measure the multimodal literacy skills of teachers is developed.Method: Designed in a survey model, the scale aimed to develop a multimodal literacy scale for prospective teachers. The validity and reliability studies of the scale were conducted on 392 prospective teachers. Findings and Results:At the end of EFA, we identified that the scale had a 3 factored structure, which explains 52.63% of the total variance. As a result of the CFA conducted, consistency index values were identified and the 3 46Berker Bulut, Hacer Ulu & Adnan Kan factor structured scale, recognized as made up of 17 items, was verified as a model. In order to determine the reliability of the scale, we calculated the Cronbach Alpha internal consistency and test-retest reliability coefficients. In light of the values obtained, the scale was concluded as reliable and valid. During the studies of item analysis, corrected item-total correlation of the items within 3 factors was calculated and the t-test was used to determine if these items discriminate the 27 % of the upper groups and the 27 % the lower groups. These results can indicate that the items in the scale have a high validity rate, and it can discriminate between students with regard to their capabilities of multimodal literacy. Conclusions and Recommendations:A scale designed to measure the multimodal literacy skills of teachers who will play a big part in the education of upcoming generations was developed. With this, we can identify multimodal literacy skills during their undergraduate education, whereby we can identify the prospective teachers who do not have such skills and they can then be trained in this respect.
Bu çalışmanın amacı, ilkokul dördüncü sınıf öğrencilerinin yazma eğilim ve tutumları ile yazma başarıları arasındaki ilişkiyi ve öğrencilerin yazmaya ilişkin eğilim ve yazma tutumlarının yazma başarısını ne oranda yordadığını incelemektir. İlişkisel tarama modeline göre desenlenen araştırmaya tesadüfî örnekleme yöntemi ile seçilen 274 öğrenci katılmıştır. Yapılan bu çalışmada araştırma sorularına yanıt arayabilmek için gerekli olan veriler Yazma Eğilimi Ölçeği (İşeri ve Ünal, 2010), Yazma Tutum Ölçeği (Susar-Kırmızı, 2009) ve Yaratıcı Yazma Ölçeği (Öztürk, 2007) ile toplanmıştır. Öğrencilerin yazdıkları hikâyelerin organizasyon (Χ =1.27), kelime zenginliği (Χ =1.04), orijinallik (Χ =1.03), cümle yapısı ve yazı tarzı (Χ =.79), düşüncelerin akıcılığı (Χ =.78), düşüncelerin esnekliği (Χ =.61) ve dil bilgisi kurallarına uygunluğu (Χ =.21) açısından yeterli düzeyde olmadığı tespit edilmiştir. Elde edilen verilerin çözümlenmesinde Pearson momentler çarpımı korelasyon katsayısı analiz tekniği ile çoklu regresyon analizi tekniği kullanılmıştır. Araştırmada elde edilen bulgulara göre, yazma eğilim ve tutumu yazma başarısının önemli yordayıcısıdır (R=.275; R 2 =.076) [F(1.95)=3.11, p<.01]. Yazma eğilim ve tutumu yazma başarısının %.076'sını açıklamaktadır. Yazma eğiliminin güven boyutunun yazma başarısını pozitif ve anlamlı etkilediği (r=.259, p<.05) tespit edilirken yazma eğiliminin diğer alt boyutları ile yazma tutumunun alt boyutlarının yazma başarısını pozitif etkilediği tespit edilmiştir.
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