Research Information System
Thesis Type: Doctorate
Institution Of The Thesis: Marmara University, Institute of Social Sciences, Department of Islamic History and Arts, Turkey
Approval Date: 2024
Thesis Language: Turkish
Student: ŞÜKRAN BAŞAR
Supervisor: Mehmet Safa Yeprem
Abstract:
Reading fluency and reading comprehension skills are among the most fundamental skills for human life. Children with dyslexia, who have more difficulty in acquiring these skills compared to their typically developing peers, need specialized intervention programs due to their neurodevelopmental differences. Based on a number of theoretical foundations that suggest that music, language and reading skills may be related and evidence-based studies supporting these theories, this thesis developed a maqam music-supported intervention program (MÜZOKU) to improve the reading fluency of children diagnosed with dyslexia. The effectiveness of this program was examined using a control group experimental study design on a total of 33 students diagnosed with dyslexia attending 2nd, 3rd and 4th grades from 8 primary schools in Fatih District during the 2022-2023 academic year. All students were evaluated with KOBIT (Word Reading Knowledge Test), SOBAT II ( Oral Reading and Reading Comprehension Test) and Multidimensional Fluency Test in pre-test and post-test. Of the 16 students in the experimental group and 17 students in the control group, 16 sessions (16*40 minutes) of the MUZOKU program were conducted one-on-one with the students in the experimental group for one month. Meanwhile, the control group did not receive the MUZOKU program but continued their education in Special Education and Rehabilitation Centers (SERC). The scores of all students from all tests were evaluated with Student t test, Paired t test and Two Way ANOVA tests. In addition, the Chi-squared test and Mann Whitney U test were used to determine whether the students received support education during the experimental process. According to the results, the significant word reading rate, text reading rate, accurate reading, prosodic reading scores and reading comprehension scores of the dyslexic students in the experimental group who participated in the MÜZOKU program increased significantly. However, according to the paired t-test data, it was noted that the students in the experimental group showed significant improvement in text reading speed compared to the control group, while the students with dyslexia in the control group showed significant improvement in meaningless word reading scores compared to the experimental group. In the Two-Way Analysis of Variance results, it was seen that the pre-test and post-test scores of the experimental and control groups were similar in all tests. It is thought that the statistically significant difference (p:0,026) between the two groups (according to the Chi-squared test) when the number of students receiving education at the Special Education and Rehabilitation Center in the control group and the experimental group was examined during the implementation process may have affected this result. From this point of view, it is thought that MÜZOKU program can be a fun and supportive program in teaching an academic skill such as reading fluency with its multisensory content and child-friendly applications that can also be applied online. It is thought that the reading skills of children with dyslexia can be significantly improved by expanding the content of the MÜZOKU program and implementing it on a larger sample and for a longer period of time. To the best of our knowledge, MÜZOKU intervention program is the first music-assisted reading program developed for the fluent reading skills of children with dyslexia in Turkey that can be implemented online and/or face-to-face. In addition, to the best of our knowledge, this study is also important as it is the first randomized controlled experimental study on the relationship between dyslexia and music in Turkey.