Ismahan Arslan‐Ari
Biographic Data
| ID | 6770111 |
|---|---|
| NAME | Ismahan Arslan‐Ari |
| GIVEN NAMES | Ismahan |
| FAMILY NAME | Arslan‐Ari |
| SIGNATURE | ARI I A |
| AFFILIATIONS | University of South Carolina |
| ORCID | 0000-0003-3497-7058 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 10 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 0 |
Reading alphabetic and nonalphabetic writing systems
This case study investigates the reading processes of two bilingual teachers who speak English as a second language and use different first languages—Mandarin Chinese and Korean. The two participants read researcher‐selected digital texts in English and in their respective first language, retold the texts, and answered comprehension questions about the texts. Their reading aloud and eye movements were recorded for miscue and eye movement analysis…
The effect of visual cues in e-books on pre-K children’s visual attention, word recognition, and comprehension
This study explored how pre-K children process an e-book with narration through eye movements, and also the effects of visual cues on preschoolers’ visual attention to text, word recognition, and comprehension. Data were collected from eight children attending a university-associated daycare center. Eye tracker was used to record the participants’ eye movements while interacting with the e-book. Although the participants understood the story, onl…
“Strategies are more important than words
Examining nontraditional graduate students' experiences with video feedback in a fully online course
Female preservice teachers stereotype computer scientists as intelligent and overworked White individuals wearing glasses
Early Childhood Preservice Teachers’ Perceptions of Computer Science, Gender Stereotypes, and Coding in Early Childhood Education
The Flipped Classroom Approach in High School Psychology
The Use of Video Annotation Tools and Informal Online Discussions to Explore Preservice Teachers’ Self- and Peer-Evaluation of Academic Feedback
This study explored the quality of preservice teachers’ self- and peer-academic feedback using video annotation tools to capture their teaching practices. They were also provided with an informal online discussion board as part of the peer support system. Twenty-five preservice teachers at a large university in the Southwestern United States volunteered to participate in this study. Data revealed a striking difference between self-evaluation and …
My Eyes Move Dynamically”
This paper investigated two adult English learners’ reading processes of reading informational texts through Retrospective Eye Movement Miscue Analysis (REMMA). The readers read two texts and retold what they read. Their reading was recorded by the Tobii Pro eye tracker. They watched their eye movement video and discussed their miscues and eye movements. The REMMA sessions helped the readers realize their misconception about reading, understand r…
Action Research Experiences for Scholarly Practitioners in an Online Education Doctorate Program
No prominent works on this page.
Action Research Experiences for Scholarly Practitioners in an Online Education Doctorate Program
The Use of Video Annotation Tools and Informal Online Discussions to Explore Preservice Teachers’ Self- and Peer-Evaluation of Academic Feedback
This study explored the quality of preservice teachers’ self- and peer-academic feedback using video annotation tools to capture their teaching practices. They were also provided with an informal online discussion board as part of the peer support system. Twenty-five preservice teachers at a large university in the Southwestern United States volunteered to participate in this study. Data revealed a striking difference between self-evaluation and …
My Eyes Move Dynamically”
This paper investigated two adult English learners’ reading processes of reading informational texts through Retrospective Eye Movement Miscue Analysis (REMMA). The readers read two texts and retold what they read. Their reading was recorded by the Tobii Pro eye tracker. They watched their eye movement video and discussed their miscues and eye movements. The REMMA sessions helped the readers realize their misconception about reading, understand r…
The effect of visual cues in e-books on pre-K children’s visual attention, word recognition, and comprehension
This study explored how pre-K children process an e-book with narration through eye movements, and also the effects of visual cues on preschoolers’ visual attention to text, word recognition, and comprehension. Data were collected from eight children attending a university-associated daycare center. Eye tracker was used to record the participants’ eye movements while interacting with the e-book. Although the participants understood the story, onl…
“Strategies are more important than words
Examining nontraditional graduate students' experiences with video feedback in a fully online course
Female preservice teachers stereotype computer scientists as intelligent and overworked White individuals wearing glasses
Early Childhood Preservice Teachers’ Perceptions of Computer Science, Gender Stereotypes, and Coding in Early Childhood Education
The Flipped Classroom Approach in High School Psychology
Reading alphabetic and nonalphabetic writing systems
This case study investigates the reading processes of two bilingual teachers who speak English as a second language and use different first languages—Mandarin Chinese and Korean. The two participants read researcher‐selected digital texts in English and in their respective first language, retold the texts, and answered comprehension questions about the texts. Their reading aloud and eye movements were recorded for miscue and eye movement analysis…
Psychology (9 works) · Computer Science (8 works) · Pedagogy (6 works) · Mathematics education (5 works) · Linguistics (4 works) · Perception (4 works) · Reading comprehension (4 works) · Sociology (4 works) · Educational technology (3 works) · Eye movement (3 works)