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    NOTETAKING SKILLS INSTRUCTION FOR DEVELOPMENT OF MIDDLE SCHOOL STUDENTS’ NOTETAKING PERFORMANCE
    (Wiley-Liss Inc., 2017) Ilter I.
    The objective of this study was to investigate the effects of explicit instruction in notetaking skills on the notetaking performance of seventh-grade students at different reading ability levels. The students in the notetaking instruction condition (NTI) received classroom-based notetaking skills instruction (approximately 40 minutes) every week for 10 weeks. The comparison condition students (CNT) were asked to use conventional notetaking (CNT) that was embedded within the daily social studies lessons. The participants’ reading comprehension abilities were identified through the Sentence Verification Technique, which consisted of a 16-item expository text. A notetaking performance test (NTPT) was used to assess the effect of notetaking skills instruction on two dimensions of the participants’ notes (verbatim copying and terse value). The results demonstrated that the terse value of students’ notes in the NTI condition was significantly better than that of the students in the CNT condition. The students in the NTI condition reduced their percentage of verbatim copying and used fewer words to cover more main concepts in the NTPT that followed the instructional intervention. Surprisingly, the students at low reading ability showed the greatest gains in notetaking performance from verbatim copying to terse notetaking. © 2017 Wiley Periodicals, Inc.
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    The power of graphic organizers: Effects on students' word-learning and achievement emotions in social studies
    (Social Science Press, 2016) Ilter I.
    The purpose of this study was to investigate the effectiveness of three graphic organizers for teaching vocabulary and the development of the emotions-related to achievement. The study focused on the effects of different types of graphic organizers on word-learning and various emotions in social studies. This study was designed as a quasi-experimental design by utilizing a nonequivalent control group pretest-posttest design. The experimental group was instructed on vocabulary by using the Concept definition map, a Word-questioning strategy and a Circle thinking map for word-learning, while the control group was taught to use the C(2)QU [(Context (2)-Questioning-Using)] as a process of learning new vocabulary from context. The participants of this study were fourthgrade students from a state school in Bayburt, Turkey. The results indicated that the graphic organizers group was more successful than the comparison group in terms of improving general word recognition knowledge and meaningful leaps in acquisition of target word meanings. In addition, it was found that using different types of graphic organizers developed positive achievement emotions (i.e., enjoyment, hope and pride) more than contextual learning process in social studies.
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    Teaching word meanings to students at different reading ability: A controlled assessment of the contextual-based vocabulary instruction on reading comprehension
    (Turkish Education Association, 2017) Ilter I.
    The purpose of this study was to examine the effectiveness of contextual-based vocabulary instruction on reading comprehension of seventh-grade students at different reading ability levels in social studies. The Sentence Verification Technique test consisted of 16-items was used to determine participants' reading comprehension skills. In addition, a semi-structured interview form was used to describe participants' perceptions and experiences related to the vocabulary intervention program activities. The experimental condition received a contextual-based vocabulary instruction intervention program for eight weeks in 10 sessions; in contrast to the control condition participated in a wide reading program. As a result, this study yielded two findings: First, the results indicated that teaching students how to use contextual analysis to infer word meanings from context improved significantly their own reading comprehension scores. Second, the qualitative findings showed that poor readers could be able unlock the complexity of the meanings of unknown words and use the cognitive strategies that required to overcome their reading difficulties while reading through explicit instruction. The results suggested that it seemed as though the context-based vocabulary instruction used in this study to improve reading comprehension scores was a fairly powerful procedure for all students, both poor readers and average-high readers in the experimental condition.