Yazar "Eryilmaz, Ramazan" 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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    Sustainable Learning in Gifted Students: The Relationship Between Cultural Capital and Lifelong Learning
    (Mdpi, 2024) Eryilmaz, Ramazan
    This study explores the relationship between cultural capital and lifelong learning within the context of sustainable education for gifted students. The research measures the cultural capital, lifelong learning skills, and critical-reading abilities of gifted students and examines whether cultural capital influences their lifelong learning and critical-reading proficiency. Additionally, participants' perspectives on lifelong learning and critical reading were collected. Employing a mixed-methods design, the study synthesizes both quantitative and qualitative data. The quantitative results demonstrate a significant positive correlation between critical reading and lifelong learning skills, with the impact of cultural capital on both variables being supported by qualitative findings. Students with higher levels of cultural capital clearly outperform others in these areas, as reflected in both the quantitative data and qualitative insights. Cultural capital is identified as a significant determinant of students' academic and cognitive abilities. Furthermore, critical-reading skills were found to positively influence students' self-confidence. Based on these findings, it is recommended that support for gifted students be tailored to address individual and social differences. The study underscores the need for educational programs to be restructured to prioritize the development of critical thinking and lifelong learning competencies.
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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.
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    The Relationship Between Acculturation and Second Language Learning in the Context of Sustainable Multiculturalism: A Case Study of Russian Immigrants and Syrian Refugees in Türkiye
    (Mdpi, 2025) Bayram, Bora; Eryilmaz, Ramazan
    This study aimed to identify the acculturation strategies of Russian immigrants and Syrian refugees living in T & uuml;rkiye and examine their impact on second-language learning. The idea of acculturation explains how immigrants adapt to the culture of the host country. In this research, the acculturation strategies of immigrants and refugees, their second-language learning, and other variables that could influence their integration were measured. Interviews were conducted with immigrants and refugees within the scope of the study. Quantitative and qualitative data were analysed in accordance with the mixed research method. According to the findings, immigrants and refugees generally prefer the integration strategy. Females tend to favour the integration strategy more strongly compared to males. Among those residing in T & uuml;rkiye, individuals with 0-1 year of residence exhibited significantly higher motivation for second-language learning. However, no significant relationship was observed among the other groups (2-5 years, 6-10 years, and 11+ years). Refugee or immigrant status, sex, and length of residence played important roles in second-language learning. Those who preferred the integration strategy, as well as refugees and females, tended to have higher second-language learning motivation. The research indicates that refugees require more support for cultural adaptation and second-language acquisition. Effective integration policies for refugees in T & uuml;rkiye and the implementation of economic and social programmes through international cooperation are essential. Otherwise, neglecting cultural and social integration may threaten sustainable multiculturalism.