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İLKOKUL VE ORTAOKULDA DİSLEKSİ RİSKİ TAŞIYAN ÖĞRENCİLERİN ORANI VE BAZI KARAKTERİSTİK ÖZELLİKLERİ

Year 2019, TEMEL EĞİTİM, 717 - 736, 30.12.2019

Abstract

Öz: Disleksi en sık görülen öğrenme güçlüklerinden biridir. Dünya üzerinde
oranı % 2-10 arasında olmakla beraber bu oran bazı ülkelerde %20’ye kadar çıkabilmektedir.
Türkiye’de ise disleksili bireylerin normal bireylere oranını ortaya koyan çalışmalar oldukça
azdır. Bu nedenle bu çalışmanın, Türkiye’deki disleksinin varlığı ve özelliklerini ortaya koyması
açısından önemli olduğu düşünülmektedir. Bu çalışmada, disleksi riski taşıyan ilkokul ve ortaokul
öğrencilerinin eğitim ortamındaki oranını belirlemek ve bu öğrencileri bazı karakteristik özel-
liklere göre değerlendirmek amaçlanmıştır. Bu amaçla, Ankara ili Kalecik ilçesin- de öğrenim gören
bütün ilkokul ve ortaokul öğrencileri değerlendirmeye alınmıştır. Çalışmaya başlamadan önce
Kalecik İlçe Milli Eğitim Müdürlüğü’nden gerekli izinler alınmış ve ilkokul, ortaokulda öğrenim
gören öğrencilerin listesi elde edilmiştir. Kalecik ilçesinde var olan 6’sı ilkokul, 6’sı ortaokul
olmak üzere 12 okulda taramalar yapılmıştır. Toplam 1175 öğrenciye ulaşılmıştır. Bu öğrencilerin
okumaları öncelikle öğretmenleri tarafından ardından araştırmacı tarafın- dan değerlendirilmiştir.
Sonrasında Rehberlik Araştırma Merkezi çalışmayla ilgili bilgilendirilmiş ve bütün öğrenciler
Rehberlik Araştırma Merkezi tarafından görevlendirilen dört uzman tarafından değerlendirilmiştir.
Değerlendirmeler; araştırmacı tarafından ulusal ve uluslar arası literatür taranarak geliştirilen
Yarı Yapılandırılmış Öğrenci Gözlem Formu ve Rehberlik Araştırma Birimi tarafından hazırlanan ve
kurum uzmanları tarafından uygulanan ‘Özel Öğrenme Güçlüğü Belirleme Formu’ kullanılarak
gerçekleştirilmiştir. Çalışma beş ay sürmüştür. Elde edilen veriler içerik analizi yöntemi, yüzde
ve frekans kullanılarak çözüm- lenmiş ve dokuz alt başlıkta incelenmiştir. Değerlendirme sonucunda
disleksi riski taşıyan öğrencilerin oranı, bu öğrencilere ait cinsiyet bilgileri, sınıf seviye-
leri, el tercihi, ailesinde okuma problemi yaşayan başka bireylerin varlığı, öğret- menleri
tarafından teşhis edilmiş dikkat eksikliğinin varlığı, konuşmaya başlama yaşı, derslerinin
ortalamaları ve ilgi duydukları alanlara ait bilgilere ulaşılmıştır.

References

  • Akhtar, S. (2008). The nature of developmental dyslexia. Yüksek Lisans Tezi. Long Island Üniversitesi, New York.
  • Balcı, E. (2017). Disleksi hakkinda gerçekler: disleksi nedir ve ne değildir? Trakya Üniversitesi Sosyal Bilimler Dergisi, 19(1), 1-17.
  • Bates, E., & Goodman, J. C. (2001). On the inseparability of grammar and the lexicon: Evidence from acquisition. M. Tomasello & E. Bates (Ed.), Language development the essential readings (s.134–162). Oxford: Blackwell.
  • Beaton, A. A. (2002). The relation of planum temporale asymmetry and morphology of the corpus callosum to handedness, gender, and dyslexia: A review of the evidence. Brain and Language, 60(2), 255–322.
  • Bingöl, A. (2003). Ankara’daki ilkokul 2. ve 4. sınıf öğrencilerinde gelişimsel disleksi oranı. Ankara Üniversitesi Tıp Fakültesi Mecmuası, 56(2), 67-82.
  • DeFries, J.C., & Alarcon, M. (1996). Genetics of specific reading disability. Mental Retardation and Developmental Disabilities Research Reviews, 2, 39-47.
  • Eglinton, E., & Annett, M. (1994). Handedness and dyslexia: A meta-analysis. Perceptual and Motor Skills, 79(3f), 1611-1616.
  • Evans, W. (2014). ‘I am not a dyslexic person I’m a person with dyslexia’: identity constructions of dyslexia among students in nurse education. Journal of advanced nursing, 70(2), 360-372.
  • Fletcher, J. M., Shaywitz, S. E., Shankweiler, D. P., Katz, L, Liberman, I. Y., Stuebing, K.K., Francis, D.J., Fowler, A.E., & Shaywitz, B. A. (1994). Cognitive profiles of reading disability: Comparisons of discrepancy and low achievement definitions. Journal of Educational Psychology, 86(1), 6-23.
  • Francks, C., MacPhie, I. L., & Monaco, A. P. (2002). The genetic basis of dyslexia. The Lancet Neurology, 1(8), 483-490.
  • Geschwind, N., & Behan, P. (1982). Left-handedness: Association with immune disease, migraine, and developmental learning disorder. Proceedings of The National Academy of Sciences of The United States of America. 79(16), 5097-5100.
  • Gilger, W. J., Pennington, F. B., & Defries, C. J. (1992). A Twin Study of the Etiology of Comorbidity: Attention-deficit Hyperactivity Disorder and Dyslexia. Journal of the American Academy of Child & Adolescent Psyhiatry, 31(2), 343–348.
  • Gus, S., & Samuelsson, S. (1999). İntelligence and dyslexia: Implications for diagnosis and intervention. Scandinavian Journal of Psychology. 40(2), 27–134.
  • Hallgren, B. (1950). Specific Dyslexia (Congenital Word Blindness). A Clinical and Genetic Study.Acta Psychiatrica et Neurologica Supplementum, 65, 1-287.
  • Heaton, P. & Mitchel, G. (2008). Dyslexia: Students in need. United Kingdom: Whurr.
  • Hultquist, M. A. (2006). An introduction to dyslexia for parents and professionals. Londra: Jessica Kingsley.
  • Illingworth, K. (2005). The effects of dyslexia on the work of nurses and healthcare assistants. Nursing Standard, 19(38).
  • Karasar, N. (2000). Bilimsel araştırma yöntemleri. Ankara: Nobel Yayın Dağıtım.
  • Lyytinen, P., Eklund, K., & Lyytinen, H. (2005). Language development and literacy skills in late-talking toddlers with and without familial risk for dyslexia, Annals of Dyslexia, 55(2), 166-192.
  • Nass, R. D. (1993). Sex differences in learning abilities and disabilities. Annals of Dyslexia, 43(1), 61-77.
  • Ramus, F. (2003). Developmental dyslexia: specific phonological deficit or general sensorimotor dysfunction?. Current opinion in neurobiology, 13(2), 212-218.
  • Rescorla, L. (2000). Do late-talking toddlers turn out to have language and reading outcomes a decade later. Annals of Dyslexia. 50, 87-102.
  • Sandu, A. L., Specht, K., Beneventi, H., Lundervold, A., & Hugdahl, K. (2008). Sex-differences in grey–white matter structure in normal-reading and dyslexic adolescents. Neuroscience letters, 438(1), 80-84.
  • Satz, P., & Soper, H. V. (1986). Left-handedness, dyslexia, and autoimmune disorder: A critique.Journal of Clinical and Experimental Neuropsychology, 8(4), 453-458.
  • Satz, P., & Fletcher, J. M. (1987). Left-handedness and dyslexia: An old myth revisited. Journal of pediatric psychology, 12(2), 291-298.
  • Schumacher, J., Anthoni, H., Dahdouh, F., König, I. R., Hillmer, A. M., Kluck, N., ... & Hülsmann,J. (2006). Strong genetic evidence of DCDC2 as a susceptibility gene for dyslexia. The American Journal of Human Genetics, 78(1), 52-62.
  • Shaywitz, S. E, Fletcher, J. M, & Shaywitz, B. A. (1994). Issues in the definition and classification of attention deficit disorder. Topics in Language Disorders, 14, 1- 25
  • Shaywitz, S. (2003). Overcoming dyslexia: A new and complete science-based program for reading problems at any level. New York: Alfred A. Knopf.
  • Shaywitz, S. E. & Shaywitz, B. A. (2003). Neurobiological indices of dyslexia. Swanson, H. L., Harris,K. R., Graham, S. (Ed.), Handbook of Learning Disabilities. New York: Guilford.
  • Siegel, L. S. (1989). Why we do not need intelligence test scores in the definition and analyses of Learning Disabilities. Journal of Learning Disabilities, 22, 514-518.
  • Snowling, M. (2000). Dyslexia. Oxford: Basil Blackwell.
  • Stanovich, E. K. (1991). Discrepancy definitions of reading disability: Has intelligence led us ast- ray? Reading Research Quarterly, 26(1), 7-29.
  • Thomson, M. (2003). Monitoring dyslexics’ intelligence and attainments: A follow-up study. Dyslexia, 9(1), 3-17.
  • Tonnessen, F. E., Løkken, A., Høien, T., & Lundberg, I. (1993). Dyslexia, left-handedness, and immune disorders. Archives of Neurology, 50(4), 411-416.
  • Townend, J., & Turner, M. (1999). Dyslexiain practice: A guide for teachers. İngiltere: Kluwer Academic Plenum.
  • Turner, M. (2008). Psychological assessment of dyslexia. ABD: John Wiley & Sons.
  • Whyte, J., Curry, C., & Hale, D. (1985). İnspection time and intelligence in dyslexic children. Journal of Child Psychology and Psychiatry, 26(3), 423-428.
Year 2019, TEMEL EĞİTİM, 717 - 736, 30.12.2019

Abstract

References

  • Akhtar, S. (2008). The nature of developmental dyslexia. Yüksek Lisans Tezi. Long Island Üniversitesi, New York.
  • Balcı, E. (2017). Disleksi hakkinda gerçekler: disleksi nedir ve ne değildir? Trakya Üniversitesi Sosyal Bilimler Dergisi, 19(1), 1-17.
  • Bates, E., & Goodman, J. C. (2001). On the inseparability of grammar and the lexicon: Evidence from acquisition. M. Tomasello & E. Bates (Ed.), Language development the essential readings (s.134–162). Oxford: Blackwell.
  • Beaton, A. A. (2002). The relation of planum temporale asymmetry and morphology of the corpus callosum to handedness, gender, and dyslexia: A review of the evidence. Brain and Language, 60(2), 255–322.
  • Bingöl, A. (2003). Ankara’daki ilkokul 2. ve 4. sınıf öğrencilerinde gelişimsel disleksi oranı. Ankara Üniversitesi Tıp Fakültesi Mecmuası, 56(2), 67-82.
  • DeFries, J.C., & Alarcon, M. (1996). Genetics of specific reading disability. Mental Retardation and Developmental Disabilities Research Reviews, 2, 39-47.
  • Eglinton, E., & Annett, M. (1994). Handedness and dyslexia: A meta-analysis. Perceptual and Motor Skills, 79(3f), 1611-1616.
  • Evans, W. (2014). ‘I am not a dyslexic person I’m a person with dyslexia’: identity constructions of dyslexia among students in nurse education. Journal of advanced nursing, 70(2), 360-372.
  • Fletcher, J. M., Shaywitz, S. E., Shankweiler, D. P., Katz, L, Liberman, I. Y., Stuebing, K.K., Francis, D.J., Fowler, A.E., & Shaywitz, B. A. (1994). Cognitive profiles of reading disability: Comparisons of discrepancy and low achievement definitions. Journal of Educational Psychology, 86(1), 6-23.
  • Francks, C., MacPhie, I. L., & Monaco, A. P. (2002). The genetic basis of dyslexia. The Lancet Neurology, 1(8), 483-490.
  • Geschwind, N., & Behan, P. (1982). Left-handedness: Association with immune disease, migraine, and developmental learning disorder. Proceedings of The National Academy of Sciences of The United States of America. 79(16), 5097-5100.
  • Gilger, W. J., Pennington, F. B., & Defries, C. J. (1992). A Twin Study of the Etiology of Comorbidity: Attention-deficit Hyperactivity Disorder and Dyslexia. Journal of the American Academy of Child & Adolescent Psyhiatry, 31(2), 343–348.
  • Gus, S., & Samuelsson, S. (1999). İntelligence and dyslexia: Implications for diagnosis and intervention. Scandinavian Journal of Psychology. 40(2), 27–134.
  • Hallgren, B. (1950). Specific Dyslexia (Congenital Word Blindness). A Clinical and Genetic Study.Acta Psychiatrica et Neurologica Supplementum, 65, 1-287.
  • Heaton, P. & Mitchel, G. (2008). Dyslexia: Students in need. United Kingdom: Whurr.
  • Hultquist, M. A. (2006). An introduction to dyslexia for parents and professionals. Londra: Jessica Kingsley.
  • Illingworth, K. (2005). The effects of dyslexia on the work of nurses and healthcare assistants. Nursing Standard, 19(38).
  • Karasar, N. (2000). Bilimsel araştırma yöntemleri. Ankara: Nobel Yayın Dağıtım.
  • Lyytinen, P., Eklund, K., & Lyytinen, H. (2005). Language development and literacy skills in late-talking toddlers with and without familial risk for dyslexia, Annals of Dyslexia, 55(2), 166-192.
  • Nass, R. D. (1993). Sex differences in learning abilities and disabilities. Annals of Dyslexia, 43(1), 61-77.
  • Ramus, F. (2003). Developmental dyslexia: specific phonological deficit or general sensorimotor dysfunction?. Current opinion in neurobiology, 13(2), 212-218.
  • Rescorla, L. (2000). Do late-talking toddlers turn out to have language and reading outcomes a decade later. Annals of Dyslexia. 50, 87-102.
  • Sandu, A. L., Specht, K., Beneventi, H., Lundervold, A., & Hugdahl, K. (2008). Sex-differences in grey–white matter structure in normal-reading and dyslexic adolescents. Neuroscience letters, 438(1), 80-84.
  • Satz, P., & Soper, H. V. (1986). Left-handedness, dyslexia, and autoimmune disorder: A critique.Journal of Clinical and Experimental Neuropsychology, 8(4), 453-458.
  • Satz, P., & Fletcher, J. M. (1987). Left-handedness and dyslexia: An old myth revisited. Journal of pediatric psychology, 12(2), 291-298.
  • Schumacher, J., Anthoni, H., Dahdouh, F., König, I. R., Hillmer, A. M., Kluck, N., ... & Hülsmann,J. (2006). Strong genetic evidence of DCDC2 as a susceptibility gene for dyslexia. The American Journal of Human Genetics, 78(1), 52-62.
  • Shaywitz, S. E, Fletcher, J. M, & Shaywitz, B. A. (1994). Issues in the definition and classification of attention deficit disorder. Topics in Language Disorders, 14, 1- 25
  • Shaywitz, S. (2003). Overcoming dyslexia: A new and complete science-based program for reading problems at any level. New York: Alfred A. Knopf.
  • Shaywitz, S. E. & Shaywitz, B. A. (2003). Neurobiological indices of dyslexia. Swanson, H. L., Harris,K. R., Graham, S. (Ed.), Handbook of Learning Disabilities. New York: Guilford.
  • Siegel, L. S. (1989). Why we do not need intelligence test scores in the definition and analyses of Learning Disabilities. Journal of Learning Disabilities, 22, 514-518.
  • Snowling, M. (2000). Dyslexia. Oxford: Basil Blackwell.
  • Stanovich, E. K. (1991). Discrepancy definitions of reading disability: Has intelligence led us ast- ray? Reading Research Quarterly, 26(1), 7-29.
  • Thomson, M. (2003). Monitoring dyslexics’ intelligence and attainments: A follow-up study. Dyslexia, 9(1), 3-17.
  • Tonnessen, F. E., Løkken, A., Høien, T., & Lundberg, I. (1993). Dyslexia, left-handedness, and immune disorders. Archives of Neurology, 50(4), 411-416.
  • Townend, J., & Turner, M. (1999). Dyslexiain practice: A guide for teachers. İngiltere: Kluwer Academic Plenum.
  • Turner, M. (2008). Psychological assessment of dyslexia. ABD: John Wiley & Sons.
  • Whyte, J., Curry, C., & Hale, D. (1985). İnspection time and intelligence in dyslexic children. Journal of Child Psychology and Psychiatry, 26(3), 423-428.
There are 37 citations in total.

Details

Primary Language Turkish
Journal Section Research Article
Authors

Emine Balcı 0000-0003-1994-6819

Publication Date December 30, 2019
Published in Issue Year 2019 TEMEL EĞİTİM

Cite

APA Balcı, E. (2019). İLKOKUL VE ORTAOKULDA DİSLEKSİ RİSKİ TAŞIYAN ÖĞRENCİLERİN ORANI VE BAZI KARAKTERİSTİK ÖZELLİKLERİ. Milli Eğitim Dergisi, 48(1), 717-736.