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All Outputs (14)

A systematic review of the effectiveness of reading comprehension interventions in the South African multilingual context (2024)
Journal Article
Carter, J., Podpadec, T., Pillay, P., Babayiğit, S., & Gazu, K. A. (2024). A systematic review of the effectiveness of reading comprehension interventions in the South African multilingual context. Educational Research and Evaluation, 29(1-2), 69-103. https://doi.org/10.1080/13803611.2024.2314522

International comparative measures show that South Africa has extremely low standards in reading. A variety of programmes aimed at boosting reading have been developed, however, the effectiveness of these programmes is unclear. Prior reviews of effec... Read More about A systematic review of the effectiveness of reading comprehension interventions in the South African multilingual context.

Does a truly symmetrically transparent orthography exist? Spelling is more difficult than reading even in an orthography considered highly transparent for both reading and spelling (2022)
Journal Article
Babayiğit, S. (2022). Does a truly symmetrically transparent orthography exist? Spelling is more difficult than reading even in an orthography considered highly transparent for both reading and spelling. Reading and Writing, 35, 2453–2472. https://doi.org/10.1007/s11145-022-10259-5

Although we know that spelling develops more slowly than reading in asymmetrically transparent orthographies, such as Italian, we do not know whether spelling lags behind reading in orthographies considered symmetrically transparent for both spelling... Read More about Does a truly symmetrically transparent orthography exist? Spelling is more difficult than reading even in an orthography considered highly transparent for both reading and spelling.

Vocabulary limitations undermine bilingual children’s reading comprehension despite bilingual cognitive strengths (2022)
Journal Article
Babayiğit, S., Hitch, G. J., Kandru-Pothineni, S., Clarke, A., & Warmington, M. (2022). Vocabulary limitations undermine bilingual children’s reading comprehension despite bilingual cognitive strengths. Reading and Writing, 35(7), 1651-1673. https://doi.org/10.1007/s11145-021-10240-8

Previous research reported bilingual cognitive strengths in working memory, executive function and novel-word learning skills (Bialystok in Psychol Bull 143:233–262, 2017; Kaushanskaya and Marian in Psychon Bull Rev 16:705–710, 2009). These skills sh... Read More about Vocabulary limitations undermine bilingual children’s reading comprehension despite bilingual cognitive strengths.

Linguistic comprehension and narrative skills predict reading ability: A 9-year longitudinal study (2020)
Journal Article
Babayiğit, S., Roulstone, S., & Wren, Y. (2021). Linguistic comprehension and narrative skills predict reading ability: A 9-year longitudinal study. British Journal of Educational Psychology, 91(1), 148-168. https://doi.org/10.1111/bjep.12353

Background: Linguistic comprehension and narrative skills encapsulate a complex array of grammatical and semantic skills that underpin complex reading comprehension processes. However, most research in this area has focused on children with reading d... Read More about Linguistic comprehension and narrative skills predict reading ability: A 9-year longitudinal study.

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. (2020). Component skills that underpin listening comprehension and reading comprehension in learners with English as first and additional language. Journal of Research in Reading, 43(1), 78-97. 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 (2014)
Journal Article
Babayiğit, 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, 527-544. https://doi.org/10.1007/s11145-014-9536-x

© 2014, Springer Science+Business Media Dordrecht. 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 rea... 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 (2014)
Journal Article
Babayiğit, 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

© 2014. 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 express... Read More about The dimensions of written expression: Language group and gender differences.

Correlates of early reading comprehension skills: A componential analysis (2014)
Journal Article
Babayiǧit, S., & Stainthorp, R. (2014). Correlates of early reading comprehension skills: A componential analysis. Educational Psychology, 34(2), 185-207. https://doi.org/10.1080/01443410.2013.785045

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

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. (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. (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.

Modeling the Relationships Between Cognitive-Linguistic Skills and Literacy Skills: New Insights From a Transparent Orthography (2011)
Journal Article
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
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
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.