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    Adaptation of goal orientations for teaching scale into Turkish
    (Ankara University, 2016) Yıldızlı, Hülya; Saban, Ahmet; Baştuğ, Muhammet
    The purpose of this study is to adapt Goal Orientations for Teaching Scale into Turkish upon carrying out relevant reliability and validity assessments on the scale. The study group is comprised of 584 teachers. The original scale (Goal Orientations for Teaching) consists 5 factors and 21 items, whereas as a result of exploratory factor analysis in scope of present study, 4 factors with 1 or greater eigen value have been established. Out of these factors, reliability value of the Skill Orientation factor was found to be ?=.787 and its variance %24.56; reliability of Mastery factor at ?=.638 and variance at %15.70; reliability of Avoidance factor at ?=.605 and variance at %8.06; reliability of Student Relations factor at ?=.673 and variance at %6.72; and reliability of entire scale was found to be at ?=.761 and its variance at %55, respectively. Moreover, exploratory factor analysis indicated that the 4-factor and 15-item scale possesses plausible adaptive values (?²/sd=1.43; RMSEA=.027; GFI=.98; AGFI=.96; CFI=.98; TLI=.98). The 4-factor and 15-item Turkish version of the scale, original of which contains 5 factors and 21 items in English, was found to be both reliable and valid. It was concluded that the adapted scale could be used to determine teachers’ goal orientations towards teaching. © 2016, Ankara University. All rights reserved.
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    Child-centered reading intervention: See, talk, dictate, read, write!
    (International Electronic Journal of Elementary Education, 2016) Baştuğ, Muhammet; Demirtaş, Gonca
    Poor reading achievement of children in elementary schools has been one of the major concerns in education. The aim of this study is to examine the effectiveness of a child-centered reading intervention in eliminating the reading problems of a student with poor reading achievement. The research was conducted with a student having difficulty in reading. A reading intervention was designed that targeted multiple areas of reading and aimed to improve reading skills through the use of multiple strategies. This intervention is child-centered and includes visual aids, talking, dictating, reading and writing stages. The study was performed in 35 sessions consisting of stages of a single sentence (5 sessions), two sentences (5 sessions), three sentences (20 sessions) and the text stage (5 sessions). The intervention sessions were audio-taped. These recordings and the written responses to the reading comprehension questions provided the data for analysis. The findings on the reading intervention revealed positive outcomes. The student exhibited certain improvements at the levels of reading, reading rate and reading comprehension. These results were discussed in the literature and the findings suggest that child-centered reading strategies such as talking, dictating and writing should be the main focus of instruction for students with low reading literacy achievement to enable these students to meet the demands of the curriculum. © IEJEE.