Dyslexia and Working Memory: Understanding Reading Comprehension and High Level Language Skills in Students with Dyslexia

Year 2021, , 941 - 952, 31.12.2021

Aydın Kızılaslan , Muhammed Tunagür

https://doi.org/10.24106/kefdergi.741028

Cited By: 1

Abstract

Dyslexia is defined as difficulties determining speech sounds and learning the relationships of speech sounds with letters and words. Children with learning disabilities may experience problems in attention, memory, perception, motor processing, information processing speed, planning and problem-solving skills. Although lack of phonological processing is considered one of the leading causes of dyslexia, the level of influence of other underlying factors such as cognitive deficits on reading gain is still unclear. Numerous studies have shown that dyslexia is associated with poor working memory, a critical component of reading skill acquisition because the temporary processing of newly introduced and previously stored information involves critical thinking, use of cognitive executive skills, comprehension, and learning tasks. Working memory is often used synonymously with short-term memory, but some theorists consider their functions distinct in that working memory allows for the manipulation of the information temporarily stored in short-term memory. Working memory, which provides preservation, integration and processing of verbal and visual-spatial information, works together with short-term memory to help the mind manipulate and determine important information while temporary. This study discussed the effects of working memory on reading, reading comprehension, and high-level language skills.

Keywords

Dyslexia, Workingmemory, Reading comprehension, Languageskills

Dislektik Bireylerde İşleyen Bellek, Okuduğunu Anlama ve Üst Düzey Dil Becerilerin Analizi

Abstract

Öğrenme güçlüğünün alt bileşenlerinden olan disleksi (okuma güçlüğü), konuşma seslerini belirleyememe ve bu seslerin harflerle ve kelimelerle ilişkilerini öğrenmeyle (kod çözme) ilgili sorunlar olarak tanımlanmaktadır. Uygun eğitim ortamları, kişisel donanımlar ve zekâ seviyeleri yeterli olmasına karşın dislektik bireyler, okuma becerisini edinmede güçlük yaşar. İşleyen bellek, okuma becerisi ediniminin kritik bileşenlerindedir. Bunun nedeni, yeni tanıtılan ve önceden depolanan verilerin geçici olarak tutulması ve işlenmesindeki rolüdür. Bu roller; eleştirel düşünme, bilişsel yürütme becerilerinin kullanımı, kavrama, yeni bilgi öğrenme ve bellek güncellemeleri şeklinde sıralanabilir. Fonolojik işlemleme eksikliğinin, disleksinin ana nedenlerinden biri olarak kabul edilmesine rağmen bu sorunun altında yatan faktörler ve diğer bilişsel eksikliklerinin okuma kazanımını etkileme düzeyi hala belirsizdir. Çok sayıda çalışma, disleksinin zayıf işleyen bellekle ilişkili olduğunu göstermiştir. Tipik okuma yeteneğine sahip bireylerle karşılaştırıldığında, dislektik bireylerin karmaşık ve zayıf işleyen bellek fonksiyonu sergilediği gözlenmiştir. Bu çalışmada ise işleyen belleğin çalışma prensipleri açıklanarak işleyen belleğin okuma, okuduğunu anlama ve üst düzey dil becerileri üzerinden etkisi incelenerek zayıf işleyen bellek problemi olan yani dislektik öğrencilere yönelik telafi edici müdahalelere değinilmiştir.

Keywords

disleksi, işleyen bellek, okuduğunu anlama, üst düzey dil becerileri

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