Konuşma Eği̇ti̇mi̇ Esnasinda Karşilaşilan Konuşma Bozukluklari Ve Bunlari Düzeltme Yollari

Erdem, İlhan

doi:10.14520/adyusbd.453

Cited by 18 publications

(18 citation statements)

References 2 publications

(3 reference statements)

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“…Available research indicates that nursery rhymes improve phonological skills and affect reading (Bradley & Bryant, 1983;Bryant, Bradley, Maclean & Crossland, 1989;Ehri & Robbins, 1992;Kurudayıoğlu & Potur, 2015;Ungan, 2009;Özkaya, 2012;Patride, 1992;Stanovich, Cunningham & Cramer, 1984;Şentürk, 2008). There are also studies that have revealed that nursery rhymes are effective in improving speaking skills (Erdem, 2013;Gökkaya, 2008;Orhun, 2009). Furthermore, there are studies indicating that nursery rhymes are effectively used in foreign language education (Baleghizadeh & Dargahi, 2010;Erdem at al., 2015;Gordon, 2007;Gürbüz, 2004;Pinter, 2006;Prosic-Santovac, 2015;Sarıca, 2013;Snow, Burns & Griffin, 1998).…”

Section: Conclusion and Discussionmentioning

confidence: 99%

The Effects of Nursery Rhymes on Improv-ing Reading Fluency of Fourth-Grade Primary School Students

Tekşan¹,

Yılmaz-Alkan²

2020

iejee

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Section: Conclusion and Discussionmentioning

confidence: 99%

The Effects of Nursery Rhymes on Improv-ing Reading Fluency of Fourth-Grade Primary School Students

Tekşan¹,

Yılmaz-Alkan²

2020

iejee

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“…Ayrıca ölçeğin geliştirilmesine ve alandaki boşluğu doldurmasına temel dayanak olabilecek son yıllarda yapılan alanyazındaki bazı çalışmalar da incelenmiştir. Örneğin; Ulum ve Taşkaya (2017) tarafından yapılan ve günümüz öğrencilerinde bir sorun olarak tespit edilen konuşma bozukluklarına ait araştırma sonuçları, Kuru (2013) tarafından önemli bir problem olarak tespit edilen ve öğrencilerin akıcı konuşma sorunlarını gidermeye yönelik çözümler önerileri, Erdem(2013)…”

Section: öLçeğin Geliştirilmesi Süreciunclassified

Etkili Konuşma Özyeterlik Algı Ölçeğinin Geliştirilmesi: Geçerlilik ve Güvenirlik Çalışması

Şahin¹

2020

TurkishStudies

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The aim of this study was to develop a measurement tool for determining students' effective speaking self-efficacy perceptions. The study group of the research was composed of a total of 677 secondary school students (345 boys and 332 girls) receiving education at schools located in central districts of the province of Bursa during the 2016-2017 academic year, plus 10 domain experts. The students were selected by the random sampling method from 5 different secondary schools. At the scale development stage, 52 action items were created, and after the item-total correlation values of these items had been calculated, items with low values were removed from the scale, and exploratory and confirmatory factor analyses were performed by using the remaining 36 item data. After items had been removed according to the results of these analyses, the remaining 19 items were presented in a four-factor structure. The eigenvalues of the 4 factors, which explained 52.76% of the cumulative variance, were determined to be 3.918 for the first (phonetic) factor, 2.354 for the second (preparation) factor, 2.226 for the third(body language) factor and 1.282 for the fourth (mother tongue knowledge) factor, respectively. Regarding internal consistency of the scale as a whole, a Cronbach's alpha value of ⍺=0.773 was calculated. According to the results of the confirmatory factor analysis (RMSEA=0.052; SRMR=0.053; NNFI= 0.86; CFI =0.89), it was found that the model fit was at an acceptable level for the fit index values and also that the chi-square value (342.696; p<0.05) was significant, indicating that the data had the characteristic of normal distribution. Following the analysis performed for the scale validity, it was determined that there was a significant relationship between the application results (r=0.81; p<0.01). The obtained findings are such as to support the idea that the present effective speaking scale has validity and reliability.

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“…(Paker vd., 2008: 18) Örnek: 1 (Paker vd., 2008: 40) Örnek: 2 (Baltacıoğlu, 2013: 20) Afazi Söz yitimi olarak da tanımlanabilen afazi, bireyin beyin hasarına uğraması sonucunda ortaya çıkan konuşma bozukluklarıdır. Bireyin beyin hasarına uğramadan önceki dil-konuşma organlarının işlevlerinde herhangi bir anormallik görülmezken, gerçekleşen hasar sonucunda bireyde kalıcı ve ifade edici dil-konuşma bozukluğu görülür (MEB, 2016: 11;Erdem, 2013: 439, Tanrıdağ, 2009Maviş ve Özbabalık, 2006: 4). Bireyde mutlak bir konuşma bozukluğu, yazı yazmada ve okuduğunu anlamada yetersizlik vardır.…”

Section: Ses Eğitiminin Kekemelik Tedavisinde Kullanılabilirliğiunclassified

“…Afazinin tedavisinde ise ses egzersizleri ve şarkı söyleme çalışmalarına yer verilebileceği sonucuna ulaşılmıştır. Özellikle yurt dışında yapılan pek çok araştırmada konuşma bozukluklarının tedavisine yönelik araştırmalarda nefes ve ses egzersizleri uygulamalarının ve şarkı söyleme çalışmalarının kullanıldığı ve olumlu sonuçlar elde edildiği tespit edilmiştir (Erdem, 2013;Kösreli, 2016;Sönmez, 2014, Titze, 2006Nurol, 2009;Acar, 2016;Cenkseven, 2000).…”

Section: Sonuç Ve öNeri̇lerunclassified

“…Yapılan araştırmalarda artikülasyon bozukluklarının tedavisinde ses eğitimi çalışmalarının önemli bir yeri olduğu görülmektedir. Erdem (2013) konuşma bozukluklarına değindiği ve giderilmesi için çözüm önerileri sunduğu çalışmasında artikülasyon bozukluklarının tedavisinde ses eğitimi çalışmalarına yer verilmesi gerektiği sonucuna ulaşmıştır.…”

Section: Ses Eğitimimin Artikülasyon Bozuklukları Tedavisinde Kullanımıunclassified

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Ses Eği̇ti̇mi̇nde Kullanilan Nefes Ve Ses Egzersi̇zleri̇ni̇n Konuşma Bozukluklarinin Gi̇deri̇lmesi̇nde Kullanilabi̇li̇rli̇ği̇

Çakan¹,

Gül²

2018

Academic Music Research Journal

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Speech disorders are disorders that occur in the rhythm of speech because of physical, psychological, and neurological causes, which disrupt the flow of speech, break the person's speech courage, and cause pauses while producing voice by repeating some sounds and words. In other words, they are involuntary disorders that cause unusual and uncontrollable gestures and mimics, which discourage the person from expressing his or her thoughts during the speech. This can get better spontaneously, and also mental and physical activities are made together in the treatment process of speech disorders which can be controlled by various treatment methods; the persons who have speech disorders are performed practice exam such as speaking, reading, responding to questions and speech therapies are organized, as well. During the treatment process, breathing exercises are performed to save the person's body from tension, voice exercises are performed to use the voice muscles, and also rhythm and stress exercises are performed to eliminate rhythmical disorders. In this study, both the relation between the methods used in the treatment of speech disorder and the methods used in voice training studies and the availability of voice training studies in the treatment of speech disorder is suggested. As a result of the research, it has been determined that the exercises to use the correct breathing and voice techniques, the articulation studies, and the singing exercises that are mostly used in the voice training studies are included in the treatment of speech disorder.

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Konuşma Eği̇ti̇mi̇ Esnasinda Karşilaşilan Konuşma Bozukluklari Ve Bunlari Düzeltme Yollari

Cited by 18 publications

References 2 publications

The Effects of Nursery Rhymes on Improv-ing Reading Fluency of Fourth-Grade Primary School Students

The Effects of Nursery Rhymes on Improv-ing Reading Fluency of Fourth-Grade Primary School Students

Etkili Konuşma Özyeterlik Algı Ölçeğinin Geliştirilmesi: Geçerlilik ve Güvenirlik Çalışması

Ses Eği̇ti̇mi̇nde Kullanilan Nefes Ve Ses Egzersi̇zleri̇ni̇n Konuşma Bozukluklarinin Gi̇deri̇lmesi̇nde Kullanilabi̇li̇rli̇ği̇

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