Effects of Story Map Method on Listening and Reading Comprehension of 1st Grade Elementary School Students

The purpose of this study is to examine the effect of the story map on elementary school first-grade students’ listening and reading comprehension levels and their attitudes towards reading in literacy teaching process. It was conducted on 69 students studying in the first-grade in an elementary school in the Western Black Sea region and assigned by matching. In the research, “Quasi-experimental Design”, one of the quantitative research methods, was used. During the data collection process, the Reading Attitude Scale with “Garfield Picture” for 1-6th-Grade Students to Turkish was implemented in the experimental and control groups as a pretest and post-test. While the story map was implemented in the lessons in the experimental group, the implementation process was completed by teaching the lesson without any implementation in the control group. The texts in which listening and reading comprehension questions were implemented included 26 narrative texts in the elementary school 1st-grade Turkish book. The data collected with the “Listening and Reading Comprehension Achievement Test” and Reading Attitude Scale with “Garfield “Picture for 1-6th-Grade Students to Turkish implemented after the experimental procedure were evaluated with the SPSS 20 statistical software. At the end of the study, it was concluded that the experimental group, in which the story map was implemented before the listening and reading comprehension questions, was more successful in comprehension than the control group. When the effects of the story map on the attitude towards listening and reading comprehension were examined, a positive improvement was found in listening and reading comprehension in the experimental group

Metaphoric Perceptions of Pre-service Primary School Teachers on Reading and Reading Disability

There is widespread acknowledgement that importance of reading skill is increasing day by day. Reading is the first step to learning and revealing something new. Beyond the primary grades, it plays a vital role in keeping up with the requirements of the age. Individuals who read, understand, question, think and produce develop societies. Thus, it is inevitable that individuals who have difficulties in acquiring reading skill will encounter difficulties both in school life and in society. To remove barriers of people presence in academic and daily life, students with these difficulties should be identified as early as possible and the difficulties they experience should be eliminated. The proficiency of primary school pre-service teachers regarding the concepts of “reading’’ and “reading difficulty’’ gives clues for identifying and remedying individuals with reading disabilities. It is aimed to determine the metaphorical perceptions of primary school pre-service teachers towards the concepts of “reading’’ and “reading disability’’ in order to help address this issue. The study group of the research consists of 89 4thgrade primary school pre-service teachers who continue their education at a state university in the Black Sea Region in Turkey in the fall semester of the 2017-2018 academic year. The model of this research is phenomenology which is one of the qualitative research methods. A questionnaire developed by the researchers was used as a data collection tool. Content analysis method was used in the analysis of the data. Five different categories related to reading skills and reading disabilities emerged as a result of the analysis of the data. Categories related to the concept of reading skills are 'Discovering Something New', 'Fun Source', 'Embarking on Adventure', 'Decoding' and 'Other'. The categories related to the concept of reading disability are 'Difficulty', 'A problem in itself', 'Visual impairment', 'Deficiencies' and 'An insurmountable problem'

Investigation of Pre-Service Teacher’S Reading Habits

DergiPark: 326076trakyasobedThe purpose of this study is to examine the attitudes towards reading habits of the preservice teachers and to determine relationship between the attitudes of preservice teachers and their genders, their department in faculty, parents’ educational status, family income and place of residence. The working group consists of 412 junior pre-service teachers in the departments of Elementary School Teaching ,Early Childhood Education Teaching, Turkish Language Teaching, Social Studies Teaching, Science Education Teaching, Elementary Mathematics Education Teaching and Mentally Handicapped Education Teaching at Bülent Ecevit University, in the spring semester of the 2014-2015 academic year. In this study which is designed as a descriptive one; survey model was used to examine the reading habits of preservice teachers according to various variables. “Teacher Candidates’ Attitudes towards Reading Habit Scale” (TCARHS) developed by Susar Kirmizi (2012) was used in this study, which consists of 34 questions and three subdimensions and its’ items are in type of 5-point Likert. The factor coefficients of the items range from .80 to .54 in this scale and its’ Croanbach Alpha reliability co-efficient was determined as .95. As a result in this study, preservice teachers’ attitudes towards reading habits are differed statistically significant according to their genders and their departments in faculty, however their attitudes are not differed statistically significant according to family income, parents’ educational status and place of residenceBu araştırmanın amacı öğretmen adaylarının kitap okuma alışkanlığına yönelik tutumlarını belirlemek ve bu tutumların cinsiyet, anabilim dalı, anne-baba eğitim durumu, aile geliri, yaşanılan yere göre değişip değişmediğini tespit etmektir. Araştırmanın çalışma grubunu; 2014-2015 eğitim-öğretim yılı bahar döneminde Bülent Ecevit Üniversitesi Ereğli Eğitim Fakültesi Sınıf Öğretmenliği, Türkçe Öğretmenliği, Okul Öncesi Öğretmenliği, Sosyal Bilgiler Öğretmenliği, Fen Bilgisi Öğretmenliği, Zihin Engelliler Öğretmenliği ve İlköğretim Matematik Öğretmenliği üçüncü sınıfında öğrenim gören toplam 412 öğretmen adayı oluşturmaktadır. Betimsel nitelikte olan bu araştırma; öğretmen adaylarının okuma alışkanlıklarının çeşitli değişkenlere göre incelenmesi amaçlandığından tarama modeli kullanılarak gerçekleştirilmiştir. Araştırmada Susar Kırmızı (2012 ) tarafından oluşturulmuş, üç alt boyuttan ve 34 maddeden oluşan 5’li likert tipindeki “Öğretmen Adaylarının Kitap Okuma Alışkanlığına Yönelik Tutum Ölçeği” kullanılmıştır. Ölçekte yer alan maddelerin faktör yük değerleri, .80 ile .54 arasında değişmektedir. Ölçeğin Cronbach’s Alpha güvenirlik katsayısı .95 olarak belirlenmiştir. Araştırma sonucunda öğretmen adaylarının kitap okumaya yönelik tutumlarının cinsiyet ve öğrenim gördükleri anabilim dalına göre istatistiksel olarak anlamlı farklılık gösterdiği belirlenmiştir. Bununla beraber öğretmen adaylarının kitap okumaya yönelik tutumlarının aile geliri, yaşanılan yerleşim yeri, annenin ve babanım eğitim durumu değişkenlerine göre ise istatiksel olarak anlamlı olarak farklılaşmadığı bulunmuştu

CULTURAL HERITAGE AND TOURISM IN ŞALIURFA MEDIEVAL CAVE STONE QUARRIES “BAZDA CAVES”

Cultural and natural heritage is a consociate heritage of all humanity. As the country and region where the cultural heritage is located gains importance, more tourists come and thus economic gain for the region increases with tourism. Located in the UNESCO World Heritage Tentative List, the Bazda Caves with their appearance and mysterious history, that are located within the borders of the historical Harran district of Şanlıurfa, should be introduced to the world by bringing them together with cultural tourism. In the study, “Bazda Caves” will be examined and the relationship with tourism as a Cultural Heritage value will be conveyed. Article history: Received 18 April 2022; Revised 23 May 2022; Accepted 7 June 2022; Available online 30 June 2022; Available print 30 August 2022. JEL Classification: L83, Z00, Z3

Evaluation of Postoperative Pain After Using Different File Systems: A Randomized Clinical Study

Objectives: This study evaluated the effect of instrumentation techniques on the postoperative pain after single-visit root canal treatment. Materials and Methods: Sixty patients having an indication of endodontic treatment were included. Only single rooted teeth were selected The patients were randomly divided into 2 groups. In group 1; the root canals were instrumented using ProTaper Next instruments with rotational motion, in group 2 TF Adaptive instruments with adaptive motion were used during instrumentation. Treatments were completed in a single appointment. Postoperative pain questionnaires were scored by patients using a four-point pain intensity scale for 12, 24, and 48 hours. Mann Whitney-U, Friedman and Wilcoxon tests were used for analyzing the final data. Results: The comparison of time intervals between groups demonstrated no difference between both groups (p>.05). In both groups, the postoperative pain values of 12h time period were significantly higher than both other periods, and significant difference was found between 24h and 48h time periods (p<0.05). The postoperative pain values of 48h time period were significantly lower than the other two time periods (p<0.05). Conclusions: Both instrumentation techniques caused postoperative pain. The pain scores indicated that both techniques caused limited discomfort associated with slight pain which did not require any additional treatment and medication

PD-L1 expression in immune cells is a favorable prognostic factor for nasopharyngeal carcinoma

Background: Programmed death-ligand 1 (PD-L1) has been determined as a reliable prognostic factor for various malignancies. In this study, we aimed to determine the prognostic effect of PD-L1 expression in tumor-infiltrating immune cells (TIICs) of nasopharyngeal carcinoma (NPC) patients.Methods: Seventy patients diagnosed with non-metastatic NPC were included in the study. PD-L1 expression on immune cells was analyzed by immunohistochemical method. Patients were categorized into two groups according to the PD-L1 expression level in TIICs (level of PD-L1 staining ≥5% positive vs <5% negative).Results: Median follow-up period was 34 months (range = 1 - 188). 1 and 2 years survival rate were found as 75% and 63% in PD-L1 negative TIICs group (47%), and 85% and 83% in PD-L1 positive TIICs group (53%), respectively. PD-L1 positivity in immune cells (ICs) was detected in 53% of the patients. The survival rate was found better in the PD- L1 positive group compared to the negative group (P = 0.049).Discussion: In conclusion, the survival rate was found significantly better in the PD-L1 positive TIICs group, compared to the negative group

An appeal to the global health community for a tripartite innovation: an ‘‘Essential Diagnostics List,’’ ‘‘Health in All Policies,’’ and ‘‘See-Through 21st Century Science and Ethics"

Diagnostics spanning a wide range of new biotechnologies, including proteomics, metabolomics, and nanotechnology, are emerging as companion tests to innovative medicines. In this Opinion, we present the rationale for promulgating an ‘‘Essential Diagnostics List.’’ Additionally, we explain the ways in which adopting a vision for ‘‘Health in All Policies’’ could link essential diagnostics with robust and timely societal outcomes such as sustainable development, human rights, gender parity, and alleviation of poverty. We do so in three ways. First, we propose the need for a new, ‘‘see through’’ taxonomy for knowledge-based innovation as we transition from the material industries (e.g., textiles, plastic, cement, glass) dominant in the 20th century to the anticipated knowledge industry of the 21st century. If knowledge is the currency of the present century, then it is sensible to adopt an approach that thoroughly examines scientific knowledge, starting with the production aims, methods, quality, distribution, access, and the ends it purports to serve. Second, we explain that this knowledge trajectory focus on innovation is crucial and applicable across all sectors, including public, private, or public–private partnerships, as it underscores the fact that scientific knowledge is a co-product of technology, human values, and social systems. By making the value systems embedded in scientific design and knowledge co-production transparent, we all stand to benefit from sustainable and transparent science. Third, we appeal to the global health community to consider the necessary qualities of good governance for 21st century organizations that will embark on developing essential diagnostics. These have importance not only for science and knowledge based innovation, but also for the ways in which we can build open, healthy, and peaceful civil societies today and for future generations

Remedıatıon Of Readıng Dısabılıtıes Of Prımary School Students By Learnıng Styles

Bu araştırmada ilköğretim 4. ve 5. Sınıf öğrencilerinin sesli okuma hatalarını düzeltmede ve okuduğunu anlama becerilerini geliştirmede öğrenme stillerinin etkisi incelenmiştir. Araştırma, Zonguldak ili Kdz. Ereğli ilçesinde Kışla Mahmut Likoğlu ve Mehmet Akif Ersoy İlköğretim Okulundan araştırmanın amacına uygun olarak seçilen 4 öğrenci ile yürütülmüştür. Seçilen öğrenciler zeka, işitsel ve görsel yönden herhangi bir problemi olmamasına rağmen okuma güçlüğü yaşayan öğrencilerdir. Araştırma, örneklemde yer alan her öğrenciyle 32'şer saat olmak üzere, sekiz haftada toplam 128 saat yürütülmüştür. Araştırmada Talim Terbiye Kurulu tarafından onaylanmış İlköğretim 1,2,3,4,5 ve birinci sınıf düzeyinde ilkokuma kitapları ile alıştırma kitapları kullanılmıştır. Belirlenen 4 öğrenciye Marmara Öğrenme Stilleri Ölçeği uygulanarak öğrencilerin öğrenme stilleri tercihleri belirlenmiştir. Dört öğrenciden üçü işitsel, biri görsel öğrenme stillerini tercih etmişlerdir. İşitsel öğrenme stilini tercih eden 3 öğrenci için belirlenen metinlerden kullanılarak araştırmacı tarafından öğrencilerin okuma düzeylerine uygun vurgu ve hızda ses kayıtları oluşturulmuştur. Öğrencilere metin okunmadan önce bu ses kayıtları kulaklıklar yardımı ile dinletilerek aynı anda metinleri takip etmeleri sağlanmıştır. Uzun metinler için 2 kez dinleme fırsatı verilmiştir. Dinledikten sonra kulaklıklar çıkarttırılarak sesli okuma yapmaları istenmiştir. Eğer öğrenci okuduğu metni, bir önceki okuduğu metinden daha alt bir düzeyde okuduysa öğrencinin metni bir daha kulaklık ile dinlemesi sağlanmış ve tekrar sesli okuma yaptırılmıştır. Bunun yanında kelime kutusu stratejisi kullanılarak okuma esnasında yaptığı hatalar belirlenerek bu kelimeleri düzeltmeleri sağlanmıştır.Görsel öğrenme stilini tercih eden öğrenci için ise; resimle desteklenmiş metinler, renkli harfler ile vurgulanmış kelime, hece ve cümlelerin yer aldığı altı çizilmiş kelimelerin yer aldığı metinler kullanılarak ve öğrencinin kendisinin de gerekli görüldğü yerde renkli kalemler kullanarak altlarını çizdiği metinler kullanılarak öğretim yapılmıştır. Bunun yanında kelime kutusu stratejisi kullanılarak okuma esnasında yaptığı hatalar belirlenerek bu kelimeleri düzeltmesi sağlanmıştır. Araştırmadan elde edilen sonuçlara göre; görsel öğrenme stiline sahip öğrenci B.C nın çalışma sonunda yapılan son okuma sonucu endişe düzeyinde (%90), işitsel öğrenme stiline sahip öğrenci B.G ve K.D.'nin son okuma sonuçları öğretim düzeyine, öğrenci M.Ş.'nin ise serbest okuma düzeyine geçtiği belirlenmiştir. Araştırma sonuçlarına göre, öğrencilere uygulanan öğrenme stillerine göre düzenlenmiş okuma ve anlama etkinliklerinin ilköğretim öğrencilerinde okuduğunu güçlüğünün giderilmesinde etkili olduğu bulunmuştur.In this study, the effect of learning styles in correcting primary 4 And 5 Grade students' errors that occur while reading aloud and in developing their reading comprehension skills were investigated. The research was carried out with four students selected in accordance with the purpose of the study from Kışla Mahmut Likoğlu and Mehmet Akif Ersoy Primary Schools in Ereğli district of Zonguldak province. The students selected are those with reading disabilities despite having no mental, auditory or visual problems. The research was conducted for 32-hours with each student in the sample, in total of 128 hours in eight weeks. Approved by the Board of Education and Training, the primers and exercise books at 1st, 2nd, 3rd, 4th and 5th elementary levels were used in the study. The students' learning styles and preferences were identified by applying Marmara Learning Styles Scale to the selected four students. Three of the four students preferred auditory learning style and one preferred visual learning style. Sound recordings were created from the texts determined for 3 students that preferred auditory learning style at an appropriate speed and stress to their reading levels The students followed the texts while listening to the sound recordings with the help of headphones simultaneously. They were given the opportunity to listen to twice long texts. They were asked to read aloud after they were made to take off their headphones. If the student read the text at a lower level than the previous reading of the text, the student was made to listen to the text with headphones once more and to read aloud again. In addition, the errors made by the students during reading were identified by using the word box strategy and they were made to correct those errors. The instruction for the student who preferred visual learning style was carried out through the texts supplemented with pictures and including words, syllables and sentences underlined and highlighted with colourful letters and through the texts underlined by the student with colourful pencils when needed by himself/herself. Moreover the errors made by the student during reading were identified by using the word box strategy and he/she was made to correct those errors. According to the results obtained from the study, after the final reading, the student with visual learning style B.C. had ninety per cent level of concern, the students B.G. and K.D. with auditory learning style were at instructional level and the student M.Ş. with auditory learning style reached the level of free reading. According to findings of the research, reading and comprehension activities organized in accordance with the learning styles and applied to students were found to be effective in eliminating the reading disabilities of primary school students