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Component skills that underpin listening comprehension and reading comprehension in learners with English as first and additional language (2019)
Journal Article
Babayiğit, S., & Shapiro, L. (in press). Component skills that underpin listening comprehension and reading comprehension in learners with English as first and additional language. Journal of Research in Reading, https://doi.org/10.1111/1467-9817.12291

© 2019 UKLA Aims: The primary aim of this study is to augment our understanding of the component skills that underpin second-language learners' text comprehension by examining the direct and indirect roles of vocabulary knowledge and grammatical skil... Read More about Component skills that underpin listening comprehension and reading comprehension in learners with English as first and additional language.

The relations between word reading, oral language, and reading comprehension in children who speak English as a first (L1) and second language (L2): A multigroup structural analysis (2015)
Journal Article
Babayigit, S. (2015). The relations between word reading, oral language, and reading comprehension in children who speak English as a first (L1) and second language (L2): A multigroup structural analysis. Reading and Writing, 28(4), 527-544. https://doi.org/10.1007/s11145-014-9536-x

This study compared the reading and oral language skills of children who speak English as a first (L1) and second language (L2), and examined whether the strength of the relationship between word reading, oral language, and reading comprehension was... Read More about The relations between word reading, oral language, and reading comprehension in children who speak English as a first (L1) and second language (L2): A multigroup structural analysis.

The dimensions of written expression: Language group and gender differences (2015)
Journal Article
Babayigit, S. (2015). The dimensions of written expression: Language group and gender differences. Learning and Instruction, 35, 33-41. https://doi.org/10.1016/j.learninstruc.2014.08.006

This study compared the written expression of 159 English-speaking first (L1) and second language (L2) learners (Mage = 9; 7 years, SD = 3.63 months) in England The L1 learners outperformed their L2 peers on the four dimensions of written expression... Read More about The dimensions of written expression: Language group and gender differences.

Contributions of word-level and verbal skills to written expression: Comparison of learners who speak English as a first (L1) and second language (L2) (2014)
Journal Article
Babayiǧit, S., & Babayigit, S. (2014). Contributions of word-level and verbal skills to written expression: Comparison of learners who speak English as a first (L1) and second language (L2). Reading and Writing, 27(7), 1207-1229. https://doi.org/10.1007/s11145-013-9482-z

The study investigated the role of word-level and verbal skills in writing quality of learners who spoke English as a first (L1) and second (L2) language. One hundred and sixty-eight L1 and L2 learners (M = 115.38 months, SD = 3.57 months) participat... Read More about Contributions of word-level and verbal skills to written expression: Comparison of learners who speak English as a first (L1) and second language (L2).

The role of oral language skills in reading and listening comprehension of text: A comparison of monolingual (L1) and bilingual (L2) speakers of English language (2014)
Journal Article
Babayiǧit, S., & Babayigit, S. (2014). The role of oral language skills in reading and listening comprehension of text: A comparison of monolingual (L1) and bilingual (L2) speakers of English language. Journal of Research in Reading, 37(SUPPL1), S22-S47. https://doi.org/10.1111/j.1467-9817.2012.01538.x

The study examined the role of oral language skills in reading comprehension and listening comprehension levels of 125 monolingual (L1) and bilingual (L2) English-speaking learners (M = 121.5 months, SD = 4.65) in England. All testing was conducted i... Read More about The role of oral language skills in reading and listening comprehension of text: A comparison of monolingual (L1) and bilingual (L2) speakers of English language.

Characteristics of parent-child interactions: A systematic review of studies comparing children with primary language impairment and their typically developing peers (2014)
Journal Article
Babayiʇit, S., Blackwell, A. K., Blackwell, A., Harding, S., Babayigit, S., & Roulstone, S. (2014). Characteristics of parent-child interactions: A systematic review of studies comparing children with primary language impairment and their typically developing peers. Communication Disorders Quarterly, 36(2), 67-78. https://doi.org/10.1177/1525740114540202

© 2014 Hammill Institute on Disabilities. The importance of parent-child interaction (PCI) for language development has been well established. This has led many speech and language therapy (SLT) interventions to focus on modifying PCI as a means to i... Read More about Characteristics of parent-child interactions: A systematic review of studies comparing children with primary language impairment and their typically developing peers.

Correlates of early reading comprehension skills: A componential analysis (2013)
Journal Article
Babayigit, S., & Stainthorp, R. (2013). Correlates of early reading comprehension skills: A componential analysis. Educational Psychology, https://doi.org/10.1080/01443410.2013.785045

This study had three main aims. First, we examined to what extent listeningcomprehension, vocabulary, grammatical skills and verbal short-term memory(VSTM) assessed prior to formal reading instruction explained individual differences in early readin... Read More about Correlates of early reading comprehension skills: A componential analysis.

Modeling the Relationships Between Cognitive-Linguistic Skills and Literacy Skills: New Insights From a Transparent Orthography (2011)
Journal Article
Babayiĝit, S., Babayigit, S., & Stainthorp, R. (2011). Modeling the Relationships Between Cognitive-Linguistic Skills and Literacy Skills: New Insights From a Transparent Orthography. Journal of Educational Psychology, 103(1), 169-189. https://doi.org/10.1037/a0021671

In this 1-year longitudinal study, we examined the central component processes of reading fluency, spelling accuracy, reading comprehension, and narrative text writing skills of 103 Turkish Cypriot children. Two cohorts of children from 2nd and 4th g... Read More about Modeling the Relationships Between Cognitive-Linguistic Skills and Literacy Skills: New Insights From a Transparent Orthography.

Component processes of early reading, spelling, and narrative writing skills in Turkish: A longitudinal study (2010)
Journal Article
Babayiǧit, S., Babayigit, S., & Stainthorp, R. (2010). Component processes of early reading, spelling, and narrative writing skills in Turkish: A longitudinal study. Reading and Writing, 23(5), 539-568. https://doi.org/10.1007/s11145-009-9173-y

The study examined: (a) the role of phonological, grammatical, and rapid automatized naming (RAN) skills in reading and spelling development; and (b) the component processes of early narrative writing skills. Fifty-seven Turkish-speaking children wer... Read More about Component processes of early reading, spelling, and narrative writing skills in Turkish: A longitudinal study.

Preliterate phonological awareness and early literacy skills in Turkish (2007)
Journal Article
Babayiǧit, S., Babayigit, S., & Stainthorp, R. (2007). Preliterate phonological awareness and early literacy skills in Turkish. Journal of Research in Reading, 30(4), 394-413. https://doi.org/10.1111/j.1467-9817.2007.00350.x

The role of preschool phonological awareness in early reading and spelling skills was investigated in the transparent orthography of Turkish. Fifty-six preschool children (mean age=5.6 years) were followed into Grade 2 (mean age=7.6 years). While pre... Read More about Preliterate phonological awareness and early literacy skills in Turkish.

KKTC'deki ilk okuma-yazma öğretimi ile ilgili uygulamalar ve bunlara ilişkin öğretmen görüş ve değerlendirmeleri [Teacher views and evaluations related to the elementary reading instruction practices in the Turkish Republic of Northern Cyprus]
Report
Babayigit, S., & Konedrali, G. KKTC'deki ilk okuma-yazma öğretimi ile ilgili uygulamalar ve bunlara ilişkin öğretmen görüş ve değerlendirmeleri [Teacher views and evaluations related to the elementary reading instruction practices in the Turkish Republic of Northern Cyprus]

Bu anket çalışmasındaki temel amaçlar şu şekilde özetlenebilir: (a) KKTC’deki ilk okuma-yazma ile ilgili uygulamaları kapsamlı ve sistemli bir şekilde tespit etmek; (b) öğretmenlerin bu uygulamalar hakkındaki görüş ve değerlendirmelerini saptamak; (c... Read More about KKTC'deki ilk okuma-yazma öğretimi ile ilgili uygulamalar ve bunlara ilişkin öğretmen görüş ve değerlendirmeleri [Teacher views and evaluations related to the elementary reading instruction practices in the Turkish Republic of Northern Cyprus].