Research Article
Examination of Written Products of Students With Learning Disability in Terms of Readability and Legibility / Özel Öğrenme Güçlüğü Olan Öğrencilerin Yazılı Ürünlerinin Okunabilirlik ve Okunaklılık Açısından İncelenmesi
Abstract
Special learning disabilities are the most common type of disability experienced by school-aged children. There are some problems in the written expressions of students with special learning disabilities, some of these problems are that the written products are not legible and cannot be read by the readers. In this study, the readability and readability of narratives written by students in grades 4, 6 and 8 with or without special learning disabilities were examined in both comparative and developmental terms. This study was conducted using a comparative descriptive model, one of the quantitative search methods. The participants were 22 grade four students, 34 grade six students, and 32 grade eight students with specific learning disabilities and usually developmental students. In the study, readability formulas and a multidimensional readability scale developed by Ateşman, Çetinkaya and Bezirci and Yılmaz, considering the linguistic characteristics of Turkish, were used. Based on the legibility findings, it was found that students with special learning disabilities wrote stories that were not as readable as their peers without special learning disabilities at all levels. Furthermore, it is observed that the progress of the score level in the two groups differentiates readability, though not at a significant level. When the readability findings are examined, there is a significant difference in favor of students without special learning disabilities at all grade levels in the calculations made only according to the Bezirci and Yılmaz formula. When the readability of the stories written by students with special learning difficulties was examined according to the grade level, it was found that there was only a differentiation according to the Bezirci and Yılmaz formula. On the other hand, it is observed that the stories written by students without special learning disabilities differ depending on the academic level depending on all the readability formulas. The fact that readability levels vary depending on the formula used demonstrates that there is no common formula in Turkey. The outcomes were discussed in the context of the literature. Moreover, on the basis of the findings of the study, suggestions for applications and research are provided.
References
- Altemeier, L., Jones, J., Abbott, R. D., & Berninger, V. W. (2006). Executive functions in becoming writing readers and reading writers: Note taking and report writing in third and fifth graders. Developmental neuropsychology, 29(1), 161-173. https://doi.org/10.1207/s15326942dn2901_8
- American Psychiatric Association (APA) (2013) DSM-V Diagnostic and Statistical Manual of Mental Disorders. 5th Edition, American Psychiatric Association, Washington, DC.
- Ateşman, E. (1997). Measurement of readability in Turkish. Language Journal, 58, 71-74. https://dergipark.org.tr/tr/pub/dilder/archive
- Barnett, A. L., Prunty, M., & Rosenblum, S. (2018). Development of the handwriting legibility scale (hls): a preliminary examination of reliability and validity. Research in developmental disabilities, 72, 240-247. https://doi.org/10.1016/j.ridd.2017.11.013
- Bayat, S. (2016). Evaluation of eighth graders’ handwriting skills. Kastamonu Education Journal, 24(3), 1309-1326. https://dergipark.org.tr/en/pub/kefdergi/issue/22607/241638
- Berninger, V. W., Abbott, R. D., Augsburger, A., & Garcia, N. (2009). Comparison of pen and keyboard transcription modes in children with and without learning disabilities. Learning Disability Quarterly, 32(3), 123-141. https://journals.sagepub.com/doi/pdf/10.2307/27740364
- Berninger, V. W., & Wolf, B. J. (2009). Teaching students with dyslexia and dysgraphia: Lessons from teaching and science. Paul H Brookes Publishing.
- Bezirci, B. ve Yılmaz, A. E. (2010). Suggestion for a new readability criterion for Turkish. 18th Signal Processing and Communication Applications Congress.
- Bora, A. & Arslan M. A. (2021). Analysis of the texts in Turkish lessons (5, 6, 7, 8) books in terms of readability. International Journal of Turkish Literature Culture Education, 10(1), 222-236. https://doi.org/10.35233/oyea.1011359
- Bruck, M. (1993). Component spelling skills of college students with childhood diagnoses of dyslexia. Learning Disability Quarterly, 16(3), 171-184. https://doi.org/10.2307/151132
- Büyüköztürk, Ş., Kılıç-Çakmak, E., Akgün, Ö., Karadeniz, Ş., & Demirel, F. (2008). Bilimsel araştırma yöntemleri. Ankara, Pegem Akademi.
- Calp, M. (2013). The instruction of italic handwriting to a student who hasdifficulty in writing (An Action Research). E-İnternational Journal of Educatinal Research, 4(1), 1-28. http://www.e-ijer.com/en/download/article-file/89773
- Crouch, A. L., & Jakubecy, J. J. (2007). Dysgraphia: How It Affects a Student's Performance and What Can Be Done about It. TEACHING Exceptional Children Plus, 3(3), n3. https://eric.ed.gov/?id=EJ967123
- Çakıroğlu, O. (2015). Evaluating the readability levels of elementary school textbooks regarding students with learning disabilities. Elemantary Education Online, 14(2), 671-681. http://dx.doi.org/10.17051/io.2015.31984
- Çetinkaya, G. (2010). Türkçe metinlerin okunabilirlik düzeylerinin tanımlanması ve sınıflandırılması (Yayınlanmamış doktora tezi), Ankara Üniversitesi, Ankara, Türkiye.
- Dodur Sümer H. M. (2021). Syntax comprehension skills of turkish-speaking students with dyslexia. International Journal of Curriculum and Instruction, 13(3), 2732-2745. https://eric.ed.gov/?id=EJ1312951
- Dodur Sümer, H. M. (2021). Inflectional morphological awareness, word reading and reading comprehension of turkish students with learning disabilities. International Online Journal of Education and Teaching, 8(3), 1543-1559. https://eric.ed.gov/?id=EJ1308237
- Ediger, M. (2001). Assessing Handwriting Achievement. https://eric.ed.gov/?id=ED447508 Education Quality and Accountability Office (2014). EQAO’s Provincial Elementary School Report. http://www.eqao.com/ProvincialReport/ProvincialReport.aspx?Lang=E&yr=14&cat=e.
- Feder, K., Mejnemer, A. (2007): Handwriting Development, competency, and intervention. Developmental Medicine&Child Neurology 49 (4), 312–317. http://dx.doi.org/10.1111/j.1469-8749.2007.00312
- Graham, S., Berninger, V., Weintraub, N., & Schafer, W. (1998). Development of handwriting speed and legibility in grades 1–9. The Journal of Educational Research, 92(1), 42-52. https://doi.org/10.1080/00220679809597574
- Graham, S., Harris, K. R., & Fink, B. (2000). Is handwriting causally related to learning to write? Treatment of handwriting problems in beginning writers. Journal of Educational Psychology, 92, 620–633. https://doi.org/10.1037/0022-0663.92.4.620
- Graham, S., & Harris, K. R. (2005). Improving the writing performance of young struggling writers: Theoretical and programmatic research from the center on accelerating student learning. The journal of special education, 39(1), 19-33. https://journals.sagepub.com/doi/pdf/10.1177/00224669050390010301
- Graham, S., Harris, K. R., & Macarthur, C. (2006). Explicitly teaching struggling writers: Strategies for mastering the writing process. Intervention in School and Clinic, 41(5), 290-294. https://journals.sagepub.com/doi/pdf/10.1177/10534512060410050601
- Graham, S. (2006). Writing. In P. Alexander & P. Winne (Eds.), Handbook of educational psychology (pp. 457–478). Mahwah, NJ: Erlbaum.
- Graham, S. (2010). Handwriting still counts. American Educator, 33, 20-27. http://ww.missionliteracy.com/uploads/3/1/5/8/3158234/want_to_improve_childrens_writing_graham.pdf
- Hussar, B., Zhang, J., Hein, S., Wang, K., Roberts, A., Cui, J., ... & Dilig, R. (2020). The Condition of Education 2020 (NCES 2020-144). The condition of education 2020 (NCES 2020-144). U.S. Department of Education. Washington, DC: National Center for Education Statistics. https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2020144.
- Kring, A. M., Johnson, S. L., Davison, G., & Neale, J. (2015). Anormal psikolojisi. M. Şahin (çev.), Ankara: Nobel Akademi.
- Lam, S. S., Au, R. K., Leung, H. W., & Li-Tsang, C. W. (2011). Chinese handwriting performance of primary school children with dyslexia. Research in Developmental Disabilities, 32(5), 1745-1756. https://doi.org/10.1016/j.ridd.2011.03.001
- Lefly, D. L., & Pennington, B. F. (1991). Spelling errors and reading fluency in compensated adult dyslexics. Annals of Dyslexia, 41(1), 141-162. https://link.springer.com/article/10.1007/BF02648083
- Mason, L.H., & Cramer, A.M. (2008). Rarely had the words poured: Teaching persuasive writing. Learning Disabilities Worldwide, 5(2), 25-39. https://doi.org/10.1598/JAAL.53.4.4
- Melekoğlu, M. A. (2018). Özel öğrenme güçlüğüne giriş. M. A. Melekoğlu and O. Çakıroğlu (Editors), Özel öğrenme güçlüğü olan çocuklar, 4. press (s. 15-47). Ankara: Vize Yayıncılık.
- Morgan, D. (1986). The mongols (p. 108). Oxford: Blackwell.
- Okur, A., & Arı, G. (2013). Readability of Texts Turkish Textbooks in Grades 6, 7, 8. Elementary Education Online, 12(1), 202-226. http://www.ilkogretim-online.org/index.php?mno=123357
- Pierangelo, R., & Giuliani, G. A. (2006). Learning disabilities: A practical approach to foundations, assessment, diagnosis, and teaching. Allyn & Bacon.
- Sherman, L. A. (1893). Analytics of literature: A manual for the objective study of English prose and poetry. Ginn.
- Smits-Engelsman, B. C., Niemeijer, A. S., & van Galen, G. P. (2001). Fine motor deficiencies in children diagnosed as DCD based on poor grapho-motor ability. Human Movement Science, 20(1-2), 161-182. https://doi.org/10.1016/S0167-9457(01)00033-1
- Sumner, E., Connelly, V., & Barnett, A. L. (2016). The influence of spelling ability on vocabulary choices when writing for children with dyslexia. Journal of Learning Disabilities, 49(3), 293-304. https://doi.org/10.1177/0022219414552018
- Tatlı, G. (2021). Disleksili çocuklarda yazı yazma performansı ve performans algısının karşılaştırılması. (Yayınlanmamış yüksek lisans tezi), Hacettepe Universitesi, Ankara, Türkiye.
- Temur, T. (2002). Beşinci sınıf ders kitabının okunabilirlik düzeyi ile öğrenci kompozisyonlarının okunabilirlik düzeylerinin karşılaştırılması. (Yayınlanmamış yüksek lisans tezi), Gazi Universitesi, Ankara, Türkiye.
- Toprakçı, E. (2016). Eğitimbilim Pedandragoji. içinde Eğitimbilim Pedandragoji, 130-173. (Ed.: Erdal Toprakçı) Ankara: Ütopya Yayınevi
- Toprakçı, E. (2017). Sınıf Yönetimi Ankara: Pegem Yayıncılık (3.Baskı)
- Volman, M. J. M., Laroy, M. E., & Jongmans, M. J. (2006). Rhythmic coordination of hand and foot in children with Developmental Coordination Disorder. Child: Care, Health and Development, 32(6), 693-702. https://doi.org/10.1111/j.1365-2214.2006.00679.x
- Yıldız, M. & Ateş, S. (2010). Comparison of the writings of 3rd grade students who acquired first reading and writing in different ways, in respect to their legibility and writing errors. Turkish Journal of Social Research, 14(1), 11-30. https://dergipark.org.tr/tr/pub/tsadergisi/issue/21488/230332
- Yıldız, M. (2013). Development of the handwriting legibility of a 2nd grade Turkish student with disgraphia: Action Research. Usak University Journal of Social Sciences, 16, 281-310. https://dergipark.org.tr/en/pub/usaksosbil/issue/21640/232604
Özel Öğrenme Güçlüğü Olan Öğrencilerin Yazılı Ürünlerinin Okunabilirlik ve Okunaklılık Açısından İncelenmesi / Examination of Written Products of Students with Learning Disability in Terms of Readability and Legibility
Abstract
Özel Öğrenme güçlüğü, okul çağındaki çocuklarda en sık görülen yetersizlik türüdür. Özel öğrenme güçlüğü olan öğrencilerin yazılı anlatımlarında bir takım problemler vardır, bu problemlerden bazıları yazılan ürünlerin okunaklı olmaması ve okuyucular tarafından okunamamasıdır. Bu çalışmada özel öğrenme güçlüğü olan ve olmayan dördüncü, altıncı ve sekizinci sınıf öğrencilerinin yazdığı öykülerin okunabilirliği ve okunaklılığı hem karşılaştırmalı hem de gelişimsel olarak incelenmiştir. Bu çalışma nicel araştırma yöntemlerinden karşılaştırmalı betimsel model ile yürütülmüştür. Katılımcılar 22 dördüncü sınıf, 34 altıncı sınıf ve 32 sekizinci sınıfa devam eden özel öğrenme güçlüğü olan ve tipik gelişim gösteren öğrencilerden oluşmaktadır. Çalışmada Ateşman, Çetinkaya ve Bezirci ve Yılmaz tarafından Türkçenin dil özellikleri dikkate alınarak geliştirilen okunabilirlik formülleri ve çok boyutlu okunabilirlik ölçeği kullanılmıştır. Okunaklılık bulgularına bakıldığında, tüm sınıf düzeylerinde özel öğrenme güçlüğü olan öğrencilerin, özel öğrenme güçlüğü olmayan akranlarına göre daha az okunaklı öykü yazdıkları ve her iki grupta da sınıf düzeyinin ilerlemesinin okunaklılığı anlamlı düzeyde olmasa da farklılaştırdığı görülmektedir. Okunabilirlik bulguları incelendiğinde sadece Bezirci ve Yılmaz formülüne göre yapılan hesaplamalarda tüm sınıf düzeylerinde özel öğrenme güçlüğü olmayan öğrenciler lehine anlamlı bir farklılık bulunmaktadır. Özel öğrenme güçlüğü olan öğrencilerin yazdıkları öykülerin sınıf düzeyine göre okunabilirliği incelendiğinde sadece Bezirci ve Yılmaz formülüne göre farklılaşma olduğu, özel öğrenme güçlüğü olmayan öğrencilerin yazdığı öykülerin ise tüm okunabilirlik formüllerine göre sınıf düzeyine bağlı olarak farklılaştığı görülmektedir. Okunabilirlik düzeylerinin kullanılan formüle göre değişmesi Türkiye’de ortak bir formülün olmadığını göstermektedir. Elde edilen bulgular alan yazın çerçevesinde tartışılmış ve çalışma bulgularından yola çıkılarak uygulamalara ve araştırmalara ilişkin önerilere yer verilmiştir.
References
- Altemeier, L., Jones, J., Abbott, R. D., & Berninger, V. W. (2006). Executive functions in becoming writing readers and reading writers: Note taking and report writing in third and fifth graders. Developmental neuropsychology, 29(1), 161-173. https://doi.org/10.1207/s15326942dn2901_8
- American Psychiatric Association (APA) (2013) DSM-V Diagnostic and Statistical Manual of Mental Disorders. 5th Edition, American Psychiatric Association, Washington, DC.
- Ateşman, E. (1997). Measurement of readability in Turkish. Language Journal, 58, 71-74. https://dergipark.org.tr/tr/pub/dilder/archive
- Barnett, A. L., Prunty, M., & Rosenblum, S. (2018). Development of the handwriting legibility scale (hls): a preliminary examination of reliability and validity. Research in developmental disabilities, 72, 240-247. https://doi.org/10.1016/j.ridd.2017.11.013
- Bayat, S. (2016). Evaluation of eighth graders’ handwriting skills. Kastamonu Education Journal, 24(3), 1309-1326. https://dergipark.org.tr/en/pub/kefdergi/issue/22607/241638
- Berninger, V. W., Abbott, R. D., Augsburger, A., & Garcia, N. (2009). Comparison of pen and keyboard transcription modes in children with and without learning disabilities. Learning Disability Quarterly, 32(3), 123-141. https://journals.sagepub.com/doi/pdf/10.2307/27740364
- Berninger, V. W., & Wolf, B. J. (2009). Teaching students with dyslexia and dysgraphia: Lessons from teaching and science. Paul H Brookes Publishing.
- Bezirci, B. ve Yılmaz, A. E. (2010). Suggestion for a new readability criterion for Turkish. 18th Signal Processing and Communication Applications Congress.
- Bora, A. & Arslan M. A. (2021). Analysis of the texts in Turkish lessons (5, 6, 7, 8) books in terms of readability. International Journal of Turkish Literature Culture Education, 10(1), 222-236. https://doi.org/10.35233/oyea.1011359
- Bruck, M. (1993). Component spelling skills of college students with childhood diagnoses of dyslexia. Learning Disability Quarterly, 16(3), 171-184. https://doi.org/10.2307/151132
- Büyüköztürk, Ş., Kılıç-Çakmak, E., Akgün, Ö., Karadeniz, Ş., & Demirel, F. (2008). Bilimsel araştırma yöntemleri. Ankara, Pegem Akademi.
- Calp, M. (2013). The instruction of italic handwriting to a student who hasdifficulty in writing (An Action Research). E-İnternational Journal of Educatinal Research, 4(1), 1-28. http://www.e-ijer.com/en/download/article-file/89773
- Crouch, A. L., & Jakubecy, J. J. (2007). Dysgraphia: How It Affects a Student's Performance and What Can Be Done about It. TEACHING Exceptional Children Plus, 3(3), n3. https://eric.ed.gov/?id=EJ967123
- Çakıroğlu, O. (2015). Evaluating the readability levels of elementary school textbooks regarding students with learning disabilities. Elemantary Education Online, 14(2), 671-681. http://dx.doi.org/10.17051/io.2015.31984
- Çetinkaya, G. (2010). Türkçe metinlerin okunabilirlik düzeylerinin tanımlanması ve sınıflandırılması (Yayınlanmamış doktora tezi), Ankara Üniversitesi, Ankara, Türkiye.
- Dodur Sümer H. M. (2021). Syntax comprehension skills of turkish-speaking students with dyslexia. International Journal of Curriculum and Instruction, 13(3), 2732-2745. https://eric.ed.gov/?id=EJ1312951
- Dodur Sümer, H. M. (2021). Inflectional morphological awareness, word reading and reading comprehension of turkish students with learning disabilities. International Online Journal of Education and Teaching, 8(3), 1543-1559. https://eric.ed.gov/?id=EJ1308237
- Ediger, M. (2001). Assessing Handwriting Achievement. https://eric.ed.gov/?id=ED447508 Education Quality and Accountability Office (2014). EQAO’s Provincial Elementary School Report. http://www.eqao.com/ProvincialReport/ProvincialReport.aspx?Lang=E&yr=14&cat=e.
- Feder, K., Mejnemer, A. (2007): Handwriting Development, competency, and intervention. Developmental Medicine&Child Neurology 49 (4), 312–317. http://dx.doi.org/10.1111/j.1469-8749.2007.00312
- Graham, S., Berninger, V., Weintraub, N., & Schafer, W. (1998). Development of handwriting speed and legibility in grades 1–9. The Journal of Educational Research, 92(1), 42-52. https://doi.org/10.1080/00220679809597574
- Graham, S., Harris, K. R., & Fink, B. (2000). Is handwriting causally related to learning to write? Treatment of handwriting problems in beginning writers. Journal of Educational Psychology, 92, 620–633. https://doi.org/10.1037/0022-0663.92.4.620
- Graham, S., & Harris, K. R. (2005). Improving the writing performance of young struggling writers: Theoretical and programmatic research from the center on accelerating student learning. The journal of special education, 39(1), 19-33. https://journals.sagepub.com/doi/pdf/10.1177/00224669050390010301
- Graham, S., Harris, K. R., & Macarthur, C. (2006). Explicitly teaching struggling writers: Strategies for mastering the writing process. Intervention in School and Clinic, 41(5), 290-294. https://journals.sagepub.com/doi/pdf/10.1177/10534512060410050601
- Graham, S. (2006). Writing. In P. Alexander & P. Winne (Eds.), Handbook of educational psychology (pp. 457–478). Mahwah, NJ: Erlbaum.
- Graham, S. (2010). Handwriting still counts. American Educator, 33, 20-27. http://ww.missionliteracy.com/uploads/3/1/5/8/3158234/want_to_improve_childrens_writing_graham.pdf
- Hussar, B., Zhang, J., Hein, S., Wang, K., Roberts, A., Cui, J., ... & Dilig, R. (2020). The Condition of Education 2020 (NCES 2020-144). The condition of education 2020 (NCES 2020-144). U.S. Department of Education. Washington, DC: National Center for Education Statistics. https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2020144.
- Kring, A. M., Johnson, S. L., Davison, G., & Neale, J. (2015). Anormal psikolojisi. M. Şahin (çev.), Ankara: Nobel Akademi.
- Lam, S. S., Au, R. K., Leung, H. W., & Li-Tsang, C. W. (2011). Chinese handwriting performance of primary school children with dyslexia. Research in Developmental Disabilities, 32(5), 1745-1756. https://doi.org/10.1016/j.ridd.2011.03.001
- Lefly, D. L., & Pennington, B. F. (1991). Spelling errors and reading fluency in compensated adult dyslexics. Annals of Dyslexia, 41(1), 141-162. https://link.springer.com/article/10.1007/BF02648083
- Mason, L.H., & Cramer, A.M. (2008). Rarely had the words poured: Teaching persuasive writing. Learning Disabilities Worldwide, 5(2), 25-39. https://doi.org/10.1598/JAAL.53.4.4
- Melekoğlu, M. A. (2018). Özel öğrenme güçlüğüne giriş. M. A. Melekoğlu and O. Çakıroğlu (Editors), Özel öğrenme güçlüğü olan çocuklar, 4. press (s. 15-47). Ankara: Vize Yayıncılık.
- Morgan, D. (1986). The mongols (p. 108). Oxford: Blackwell.
- Okur, A., & Arı, G. (2013). Readability of Texts Turkish Textbooks in Grades 6, 7, 8. Elementary Education Online, 12(1), 202-226. http://www.ilkogretim-online.org/index.php?mno=123357
- Pierangelo, R., & Giuliani, G. A. (2006). Learning disabilities: A practical approach to foundations, assessment, diagnosis, and teaching. Allyn & Bacon.
- Sherman, L. A. (1893). Analytics of literature: A manual for the objective study of English prose and poetry. Ginn.
- Smits-Engelsman, B. C., Niemeijer, A. S., & van Galen, G. P. (2001). Fine motor deficiencies in children diagnosed as DCD based on poor grapho-motor ability. Human Movement Science, 20(1-2), 161-182. https://doi.org/10.1016/S0167-9457(01)00033-1
- Sumner, E., Connelly, V., & Barnett, A. L. (2016). The influence of spelling ability on vocabulary choices when writing for children with dyslexia. Journal of Learning Disabilities, 49(3), 293-304. https://doi.org/10.1177/0022219414552018
- Tatlı, G. (2021). Disleksili çocuklarda yazı yazma performansı ve performans algısının karşılaştırılması. (Yayınlanmamış yüksek lisans tezi), Hacettepe Universitesi, Ankara, Türkiye.
- Temur, T. (2002). Beşinci sınıf ders kitabının okunabilirlik düzeyi ile öğrenci kompozisyonlarının okunabilirlik düzeylerinin karşılaştırılması. (Yayınlanmamış yüksek lisans tezi), Gazi Universitesi, Ankara, Türkiye.
- Toprakçı, E. (2016). Eğitimbilim Pedandragoji. içinde Eğitimbilim Pedandragoji, 130-173. (Ed.: Erdal Toprakçı) Ankara: Ütopya Yayınevi
- Toprakçı, E. (2017). Sınıf Yönetimi Ankara: Pegem Yayıncılık (3.Baskı)
- Volman, M. J. M., Laroy, M. E., & Jongmans, M. J. (2006). Rhythmic coordination of hand and foot in children with Developmental Coordination Disorder. Child: Care, Health and Development, 32(6), 693-702. https://doi.org/10.1111/j.1365-2214.2006.00679.x
- Yıldız, M. & Ateş, S. (2010). Comparison of the writings of 3rd grade students who acquired first reading and writing in different ways, in respect to their legibility and writing errors. Turkish Journal of Social Research, 14(1), 11-30. https://dergipark.org.tr/tr/pub/tsadergisi/issue/21488/230332
- Yıldız, M. (2013). Development of the handwriting legibility of a 2nd grade Turkish student with disgraphia: Action Research. Usak University Journal of Social Sciences, 16, 281-310. https://dergipark.org.tr/en/pub/usaksosbil/issue/21640/232604
There are 44 citations in total.
Details
| Primary Language | Turkish |
|---|---|
| Subjects | Studies on Education |
| Journal Section | Issue Articles |
| Authors | |
| Publication Date | April 29, 2023 |
| Published in Issue | Year 2023Volume: 14 Issue: 2 |
Cite
Cited By
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