The aim of this study is to examine the effect of student-centered listening-speaking activities developed by the researcher on Turkish listening and speaking skills of bilingual Arabian students. In the study, control group experimental design was applied. The subjects were a group of Arabianic 6th graders at a secondary school in Bitlis, Turkey. Students in the experimental group (n=20) were given a total of 24 hours of training which took 12 weeks for 2 hours per week in the spring semester of the 2018-2019 academic year, utilizing listening-speaking training activities developed by the researcher. On the other hand in the control group (n=18), training was provided in accordance with the education curriculum of the Turkish Ministry of National Education (MEB) within the specified period. Listening Skills Self-Assessment Scale (LSSAS) and Turkish Speaking Skills Scale (TSSS) were used to collect pretest and post-test data. The Listening Skills Self-Assessment Scale (LSSAS), was completed by the students in the pre/posttest. The Turkish Speaking Skills Scale (LSSS) was completed by the researchers in the pretest and post-test while the students were making their speech. Based on the results of independent samples t-test, it was concluded that the listening-speaking training carried out with the student-centered activities positively affected the Turkish speaking and listening skills of the bilingual Arabian students.
Dyslexia is defined as difficulties determining speech sounds and learning the relationships of speech sounds with letters and words. Children with learning disabilities may experience problems in attention, memory, perception, motor processing, information processing speed, planning and problem-solving skills. Although lack of phonological processing is considered one of the leading causes of dyslexia, the level of influence of other underlying factors such as cognitive deficits on reading gain is still unclear. Numerous studies have shown that dyslexia is associated with poor working memory, a critical component of reading skill acquisition because the temporary processing of newly introduced and previously stored information involves critical thinking, use of cognitive executive skills, comprehension, and learning tasks. Working memory is often used synonymously with short-term memory, but some theorists consider their functions distinct in that working memory allows for the manipulation of the information temporarily stored in short-term memory. Working memory, which provides preservation, integration and processing of verbal and visual-spatial information, works together with short-term memory to help the mind manipulate and determine important information while temporary. This study discussed the effects of working memory on reading, reading comprehension, and high-level language skills.
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