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    Effects of choral, repeated and assisted reading strategies on reading and reading comprehension skills of poor readers
    (Turkish Education Association, 2018) Kodan H.; Akyol H.
    The main objective of this study was to explain the effects of choral, repeated and assisted reading strategies on fluent reading and reading comprehension skills of poor readers. The research was conducted with the single-subject research method and the multiple-subject model. The study group was consisted of six students who experience reading difficulties. The study was carried out in 90 hours. In the preliminary test, fluent reading and reading comprehension levels and reading mistakes of the students were determined. In this test, fluent reading level was lower than%89 and reading comprehension level was lower % 70, which showed that the students were at the Anxiety Level in both levels. During the study, choral, repeated and assisted reading strategies together had contributed to developments of the students’ fluent reading and reading comprehension skills both in the informative and the narrative texts. The data obtained during the research were analyzed by the Wilcoxon Signed-Rank Test. When examining the pre- and post assessment results, it was found that there was a significant difference between the word recognition percentages, number of incorrect words, number of words per minute, and the reading comprehension percentages in the informative text. In addition, it was articulated that there was a significant difference between the word recognition percentages, number of incorrect words, and the reading comprehension percentages in the narrative text. However, it was not found a significant difference between the numbers of words per minute in the narrative text. The data obtained at the end of the study shows that choral, repeated and assisted reading strategies have positive effects on the fluent reading and reading comprehension skills of the poor readers. © 2018 Turkish Education Association. All rights reserved.
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    Investigation of university students' attitude toward the use of powerpoint according to some variables
    (2011) Kahraman S.; Çevik C.; Kodan H.
    In this study it is aimed to investigate whether university students' attitudes toward the use of PowerPoint as a supporting teaching tool in the lectures change according to variables such as gender, academic units attended. For this purpose, the sample consisted of total 653 students who enrolled, Faculty of Education (N=287), Faculty of Engineering (N=125), School of Economics and Administrative Sciences (N=92) and Vocational School (N=149) in Bayburt University. Data was collected using "attitude toward the use of PowerPoint" scale. Additionally, students' opinions of the use of PowerPoint as a supporting teaching tool was collected from their responses to a questions form developed by researchers, then written documents analyzed to reveal their opinions with respect to the use of PowerPoint. The data obtained was statistically analyzed (ANOVA). It was found that there is no any statistically meaningful difference in the participants' attitude toward the use of PowerPoint in respect to gender, but there was significant difference in the participants' attitude toward the use of PowerPoint according to academic units attended. Recently, the findings were discussed in terms of the use of PowerPoint as a supporting tool in the lectures and its importance. © 2010 Published by Elsevier Ltd.