Yazar "Balci, Emine" seçeneğine göre listele

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    Computer-Assisted Multisensory Reading Intervention in Children with Dyslexia
    (Sped Sp Zoo, 2025) Eryilmaz, Ramazan; Balci, Emine
    Children diagnosed with dyslexia have been found to encounter significant challenges in reading skills compared to their peers. Existing literature examining dyslexia in children has sought to elucidate the cognitive model of reading as a skill and the development of reading abilities concerning typical readers of comparable age. This study aims to examine the effects of computer-based multisensory reading training on the reading performance of students with dyslexia. To achieve this, a six-week intervention program was implemented, during which dyslexic students participated in multisensory reading activities three days a week. The primary focus of the research was to compare several key reading-related skills between students with dyslexia and their non-dyslexic peers. These skills included rapid automatized naming, the ability to read both meaningful and non-meaningful words, reading speed, reading comprehension, mechanical reading, and phonological awareness. The performance of dyslexic children (n = 170) and non-dyslexic children (n = 170) was assessed based on their scores in their native language. All participants were in grades 1 to 4 of elementary school, with groups matched for grade level, age, and gender. This study reveals partial differences in rapid automatized naming and significant differences in phonological awareness between dyslexic and typically developing children. Dyslexic students demonstrated improvement in word reading, particularly with both meaningful and meaningless words. However, a significant gap in reading comprehension was found, with typically developing students outperforming their dyslexic peers. Additionally, the study highlighted differences in reading speed, with typically developing students typically reading faster than dyslexic students.
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    Living in Silence: A Learning Guide for a Deaf and Autistic Student
    (Sped Sp Zoo, 2025) Lehimler, Eren; Balci, Emine
    In this study, the impact of employing sensory integration techniques on the use of hearing aids, attentional capacity, and conceptual instruction for a second-grade student diagnosed with hearing impairment and autism was examined. The child's progress was evaluated after 12 weeks of intervention, which consisted of three class sessions per week. The implemented educational program was designed to foster the development of the child's anticipated skills by engaging multiple sensory modalities concurrently. A single-subject experimental design was utilized for the investigation. It was observed that the student who initially used the hearing aid for 30 seconds to one minute before the study progressively increased the duration of its use each week. By the conclusion of the study, the student was able to complete lessons without removing the hearing aid. Significant improvements were noted in conceptual teaching, particularly regarding color identification and the distinction between large and small concepts. Additionally, the student demonstrated markedly enhanced performance in attentional activities. These findings suggest that sensory integration-based education can effectively support the developmental needs of children with hearing impairments and autism.
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    The Effect of Philosophy Studies with Fourth Graders on Students' Attitudes and Skills to Creative Writing
    (Selcuk Univ, Fac Letters, 2025) Balci, Emine; Adiguzel, Kamile
    In this study, the effect of philosophy studies with philosophical stories in primary school 4th grade Turkish lesson on students' creative thinking, writing skills and their views on creative writing was examined. The research is a pretest-posttest single-group quasi-experimental study. The research group consists of primary school 4th grade (16) students in Alanya district of Antalya province. The research was carried out with a mixed method, in which quantitative and qualitative data supported each other. The study continued for eight weeks, three hours a week. Philosophy activities were carried out by the researcher throughout the study. While the quantitative data of the study were obtained with the achievement test applied to the students before and after the study, the qualitative data were obtained with the semi-structured interviews and researcher diaries applied before and after the study. Within the scope of the study, quantitative data were analyzed using the SPSS statistical package program, while qualitative data were analyzed using the content analysis technique. According to the results, the difference between the post-test and pre-test scores obtained from the philosophy studies conducted with primary schools was significant. The study showed the contribution of philosophy studies with children to students' creative writing skills.
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    The impact of Philosophy for Children (P4C) activities on enhancing the speaking skills of gifted students
    (Frontiers Media Sa, 2024) Balci, Emine; Eryilmaz, Ramazan
    The aim of this study was to investigate the impact of Philosophy for Children (P4C) activities integrated into Turkish lessons on the speaking skills of gifted students. Both quantitative and qualitative data were collected through interviews and various scales, employing a mixed-method design. The results indicated that students had positive feelings about P4C, including appreciation, curiosity, surprise, excitement, self-confidence, and empathy. They believed that P4C enhanced their problem-solving, creativity, questioning, effective speaking, and collaboration skills. However, some students also expressed negative views, tough less frequently, citing issues such as nonsense, limited time, the necessity of prior knowledge, and lack of idea diversification. Quantitative data revealed that P4C activities significantly improved the speaking skills of gifted students and notably reduced their speaking anxiety. Additionally, sex and program variables showed no significant effect on speaking skills and speaking anxiety.