Yazar "Rasinski, Timothy" seçeneğine göre listele

Listeleniyor 1 - 3 / 3
  • Küçük Resim
    Öğe
    Are Children's Picture Books Concerned with Single-Parent Appropriate to the Turkish Sociocultural Context?
    (Springer, 2021) Cetinkaya, Fatih Cetin; Oksuz, Halil Ibrahim; Yildirim, Kasim; Rasinski, Timothy; Valerio, Meghan
    This study aimed to explore the opinions of the preservice teachers about the children's picture books related to single-parent families. A total of 61 preservice teachers majoring in English Language Arts participated, and the data were collected with semi-structured interviews. The data of the research were analyzed using a content analysis method. The trustworthiness of the present study was increased by using peer debriefing and member checking methods. The research findings showed that the preservice teachers who participated in the study liked the children's picture books, but were not sure whether they were appropriate to read these books to students. In addition, the participants criticized the books in terms of cultural and peritextual features, content and diverse family structures. Most of the participants did not find the books appropriate to the Turkish cultural context and noted that they would not read the books in their future classrooms. More research related to this topic needs to be conducted in order to shed light on the underlying reasons of the results obtained from the present study.
  • Küçük Resim
    Öğe
    Improving financial literacy through interactive read-aloud with children's picture books
    (Routledge Journals, Taylor & Francis Ltd, 2023) Çetinkaya, Fatih Çetin; Yıldırım, Kasım; Öksüz, Halil İbrahim; Sönmez, Muhammet; Tosun, Dudu Kaya; Rasinski, Timothy; Galeza, Abbey
    The current study aimed to explore the effects of interactive read-aloud with children's picture books on third-grade elementary school students' financial literacy attitude and behavior. A pretest-posttest control group quasi-experimental research design was employed. The sample of the current research consisted of 46 third-grade elementary school students. We randomly assigned two preexisting third-grade elementary school classrooms to the treatment and control groups that appeared similar considering the pretest scores of the groups. While interactive read-aloud was used in the treatment group, just reading read-aloud activities occurred in the control group. The implementation process took four weeks. Before and after the implementation, the measurement tool was administered to the students in the groups. A one-way analysis of covariance was used for the posttest scores of the students in the groups. The analysis revealed that there was a statistically significant difference in favor of the treatment group.
  • Küçük Resim
    Öğe
    Testing the KAPS model of reading comprehension in a Turkish elementary school context from low socioeconomic background
    (MDPI AG, 2020) Yıldırım, Kasım; Çetinkaya, Fatih Çetin; Ateş, Seyit; Kaya, Dudu; Rasinski, Timothy
    This correlational study aimed to explore the relations of background knowledge, automaticity (rate), prosody, and strategy use with reading comprehension (KAPS model of reading comprehension) in the written Turkish language context with 207 fourth grade students. Successful comprehension requires readers to make meaning out of what they read. Our KAPS model of reading comprehension hypothesizes relations of background knowledge, fluency components (rate and prosody), and strategy use with reading comprehension components (literal and deep) in the Turkish language and addresses the direct effects of these predictors on the reading comprehension of fourth grade students. The results showed that, whereas fluency and strategy use made statistically significant contributions to reading comprehension, background knowledge did not. Based on the results, the study affirms the importance of automaticity in word recognition, prosody, and comprehension strategies in contributing to reading comprehension in Turkish and, as such, should be given priority for literacy instruction in Turkish. © 2020 by the authors. Licensee MDPI, Basel, Switzerland.