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Dyslexia: Definition, Classification and Symptoms

Year 2017, Volume: 4 Issue: 2, 166 - 180, 12.12.2017

Abstract

Dyslexia is a learning disability which has been studied extensively about it recently and affects individuals significantly. This study is prepared to define and introduce dyslexia whose presence and importance have started to be felt in our country but very well known in the world. The aim of preparing this study is to increase awareness of dyslexia in the Turkish community and the number of people who help those individuals. For this purpose; descriptions of 'dyslexia' that accepted in the world were examined and discussed. Definition of dyslexia was analyzed and The definition of the International Dyslexia Society (IDA), which is widely accepted by researchers and has significant work in this area, has been emphasized and analyzed. It was also mentioned the classification of dyslexia and emphasized behavioral symptoms of dyslexia that is seen in individuals. 'How Dyslexia Affects Individuals? This question was tried to be answered. The signs of dyslexia, as demonstrated by school children, are explained. In this study; 'identification, classification and symptoms of dyslexia’ were explained by examining the work of researchers that have accepted around the world.

References

  • Akhtar, S. (2008). The nature of developmental dyslexia.Yüksek Lisans Tezi, Long Island University, Newyork.
  • Altuntaş, F. (2010). Sınıf öğretmenlerinin disleksiye ilişkin bilgileri ve dislektik öğrencilere yönelik çalışmaları. Yüksek Lisans Tezi, Hacettepe Üniversitesi Sosyal Bilimler Enstitüsü, Ankara.
  • Angelelli, P., Judica, A., Spinelli, D., Zoccolotti, P., & Luzzatti, C. (2004). Characteristics of writing disorders in Italian dyslexic children. Cognitive and Behavioral Neurology, 17(1), 18-31.
  • Arfe, B., Dockrell, J., & Berninger, V. (2014). Writing development in children with hearing loss, dyslexia, or oral language problems: Implications for assessment and instruction. Oxford University Press (UK).
  • Çayır, A. & Eid, B. N. K. (2010). Öğrenme Güçlüğü Çeken Bir İlköğretim 3. Sınıf Öğrencisinin Kaynaştırma Sınıfındaki Sosyal Uyum Becerilerinin İncelenmesi. Education Sciences, 5(4), 1764-1776.
  • Balcı, E. (2015). Amerika Birleşik Devletleri'nde disleksili bireylere uygulanan eğitim ve öğretim programlarının Türkiye'de yapılan çalışmalara katkısı açısından değerlendirilmesi. Yayımlanmamış Doktora Tezi. Gazi Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.
  • Barton, S. (2002). Warninng Signs of Dyslexia. 05.10.2016 tarihinde https://bartonreading.com adresinden alınmıştır. Baydık, B. (2006). Okuma güçlüğü olan çocukların sözcük okuma becerileri. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 7(1), 29-36.
  • Baydık, B. (2011). Okuma güçlüğü olan öğrencilerin üstbilişsel okuma stratejilerini kullanımı ve öğretmenlerinin okuduğunu anlama öğretim uygulamalarının incelenmesi Eğitim ve Bilim Dergisi, 36(162), 301-319.
  • Beauvois, M. F., & Derouesne, J. (1979). Phonological alexia: Three dissociations. Journal of Neurology, Neurosurgery, and Psychiatry, 42 ,1115-1124.
  • Besner, D., & Roberts, A. M. (2003). Reading nonwords aloud: Results requiring change in the dual route cascaded model. Psychonomic Bulletin & Review, 10(2), 398-404.
  • Brousseau, O. W. (2006). An investigation into the progression of early acquired dyslexia. Doktora Tezi. Windsor Üniversitesi, Kanada.
  • Bruck, M. (1994). Outcomes of adults with childhood histories of dyslexia. Portekiz: Paper Presented at NATO Advanced Study İnstitute in Alvor.
  • Castles, A., & Coltheart, M. (1993). Varieties of developmental dyslexia . Cognition. 47(2). 149-180.
  • Chait, M., Eden, G., Poeppel, D., Simon, J. Z., Hill, D. F., & Flowers, D. L. (2007). Delayed detection of tonal targets in background noise in dyslexia. Brain and Language, 102(1), 80-90.
  • Chang, K. (2003). Evolution of the dual route cascaded model of reading aloud. 04 Ocak 2015 tarihinde www.cs.cmu.edu sayfasından erişilmiştir.
  • Chevin, G. (2009). Dyslexia: Visually deaf? Auditory blind?. İngiltere: AuthorHouse.
  • Coleman, C., Gregg, N., McLain, L., & Bellair, L. W. (2009). A comparison of spelling performance across young adults with and without dyslexia. Assessment for effective intervention, 34(2), 94-105.
  • Collette, M. A. (1979). Dyslexia and classic pathognomic signs. Perceptual and motor skills, 48(3), 1055-1062.
  • Connelly, V., Campbell, S., MacLean, M., & Barnes, J. (2006). Contribution of lower order skills to the written composition of college students with and without dyslexia. Developmental neuropsychology, 29(1), 175-196.
  • Critchley, M. (1970) The Dyslexic Child. London: Heinemann.
  • Davis, R. (2010). The gift of dyslexia (Revize edilmiş ve genişletilmiş baskı). ABD: Perigee Books.
  • DeFries, J.C., & Alarcon, M. (1996). Genetics of specific reading disability. Mental Retardation and Developmental Disabilities Research Reviews, 2, 39-47.
  • Dünya Sağlık Örgütü (2011). World report on disability. http://www.who.int/disabilities/ world_report/2011/report.pdf?ua=1 sayfasından 11 Aralık 2014 tarihinde erişilmiştir.
  • Edwards, J. (1994). The scars of dyslexia: Eight case studies in emotional reactions. London: Cassell.
  • Flynn, M. J., & Deering, M. W. (1989). Subtypes of dyslexia: İnvestigation of border’s system using quantitative neurophysiology. Developmental Medicine & Child Neurology, 31, 215–223.
  • Francis, D. J., Shaywitz, S. E., Stuebing, K. K., Shaywitz, B. A., & Fletcher, J. M. (1996). Developmental lag versus deficit models of reading disability: a longitudinal, individual growth curves analysis. Journal of Educational Psychology, 88, 3–17.
  • Frith, U. (1985). Beneath the surface of developmental dyslexia. K. Patterson, J. Marshall & M. Coltheart (Ed.), Surface dyslexia (s. 301-331). Londra: Erlbaum.
  • Frith, U. (1999). Paradoxes in the Definition of Dyslexia1. Dyslexia, 5, 192-214.
  • Ganschow, L. (1984). Analysis of written language of a language learning disabled (dyslexic) college student and instructional implications. Annals of Dyslexia, 271-284.
  • Gallagher, A., Frith, U., & Snowling, M. J. (2000). Precursors of literacy delay among children at genetic risk of dyslexia. Journal of Child Psychology and Psychiatry, 41(2), 203-213.
  • Gildroy, P. G. (2000). Advanced word reading [Online]. The University of Kansas Center for Research on Learning, Lawrence.
  • Goulandris, N. K., & Snowling, M. (1991). Visual memory deficits: A plausible cause of developmental dyslexia? Evidence from a single case study. Cognitive Neuropsychology, 8, 127-154.
  • Grainger, J., & Ziegler, C. J. (2011). A dual-route approach to orthographic processing. Front Psychology, 2, 54.
  • Guardiola, J. (2001). The evolution of research on dyslexia. Institute for Behavioral Genetics and Department of Psychology, 32, 3-30.
  • Harman, S. (1982). Are reversals a symptom of dyslexia?. The Reading Teacher, 35(4), 424- 428.
  • Hallgren, B. (1950). Specific Dyslexia (Congenital Word Blindness). A Clinical and Genetic Study. Acta Psychiatrica et Neurologica Supplementum, 65, 1-287.
  • Hultquist, M. A. (2006). An introduction to dyslexia for parents and professionals. Londra: Jessica Kingsley.
  • Hurford, D. P., Schauf, J. D., Blaich, T., Moore, K., & Bunce, L. (1994). Early identification of children at risk for reading disabilities. Journal of learning disabilities, 27(6), 371-382.
  • IDA. (2009). Testing and Evaulation. 19 Ocak 2015 tarihinde http://www.interdys.org sayfasından erişilmiştir.
  • IDEA-Individuals with Disabilities Education Improvement Act. (1997). 20 U. S. C. 1400 et seq. Sec. 602.
  • Kelly, K. (2016). FAQs About Reversing Letters, Writing Letters Backwards and Dyslexia. https://www.understood.org adresinden 16/08/2016 tarihinde alınmıştır.
  • Kriss, I., & Evans, B. J. (2005). The relationship between dyslexia and Meares‐Irlen Syndrome. Journal of Research in Reading, 28(3), 350-364.
  • Kurnoff, S. (2001). The human side of dyslexia. Londra: London Universal.
  • Lachmann, T., & Geyer, T. (2003). Letter reversals in dyslexia: Is the case really closed? A critical review and conclusions. Psychology Science, 45, 50-70.
  • Lerner, J. W. (1989). Educational interventions in learning disabilities. Journal of the American Academy of Child & Adolescent Psychiatry. 28(3), 326-331.
  • Lyon , G. R. (1995). Toward a definition of dyslexia. Annals of Dyslexia, 45, 3-27.
  • Lyon, G. R., Shaywitz, S. E. & Shaywitz, B. A. (2003). A defination of dyslexia. Annals of Dyslexia, 53, 1-14.
  • Lyytinen, H., Erskine, J., Tolvanen, A., Torppa, M., Poikkeus, A. M., & Lyytinen, P. (2006). Trajectories of reading development: A follow-up from birth to school age of children with and without risk for dyslexia. Merrill-Palmer Quarterly (1982-), 514-546.
  • Marshall, J. C., & Newcombe, F. (1973). Patterns of paralexia: A psycholinguistic approach. Journal of Psycholinguistic Research, 2., 175-199.
  • McNulty, A. M. (2013). Dyslexia and the life course. Journal of Learning Disabilitie. 36(4), 363–381.
  • Morgan, W. (1896). A case of congenital word blindness. British Medical Journal. 2, 1378.
  • Mortimore, T., & Crozier, W. R. (2006). Dyslexia and difficulties with study skills in higher education. Studies in Higher Education, 31(2), 235-251.
  • Morken, F., & Helland, T. (2013). Writing in dyslexia: product and process. Dyslexia, 19(3), 131-148.
  • Naureen, S., Sultana, N., & Bakar, A. (2011). A Case Study of Dyslexia Child at the Primary Education Level in Pakistan. Language in India, 11(8).
  • Ott, P. (1997). How to detect and manage dyslexia. İngiltere: Heinemann Educutional.
  • Payne, T., & Turner, E. (1999). Dyslexia: A parents' and teachers' guide. İngiltere: Multilingual Matters.
  • Raman, I., & Weekes, B. S. (2005). Acquired dyslexia in a Turkish-English speaker. Annals of Dyslexia, 55(1), 79-104.
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Disleksi: Tanımı, Sınıflandırması ve Belirtileri

Year 2017, Volume: 4 Issue: 2, 166 - 180, 12.12.2017

Abstract

Disleksi son zamanlarda hakkında kapsamlı araştırmalar yapılan ve bireyleri önemli oranda etkileyen bir öğrenme güçlüğüdür. Dünyada çok iyi bilinen fakat Türkiye’de varlığı ve önemi yeni hissedilmeye başlanan ‘disleksi’ kavramını; tanımlama ve tanıtma ihtiyacıyla bu çalışma hazırlanmıştır. Çalışmanın hazırlanmasındaki amaç; dünyada kabul gören ‘Disleksi’ tanımlarını inceleyerek toplumdaki disleksi farkındalığını arttırmak, eğitimcilere, velilere ve disleksili bireylere rehber olabilecek bilgiler sunabilmektir. Bu çalışmada disleksi alanında çalışan araştırmacılar tarafından yaygın olarak kabul gören ve bu alanda önemli çalışmaları bulunan Uluslar arası Disleksi Derneği’nin (IDA) tanımı üzerinde durulmuş ve bu tanımın analizi yapılmıştır. Çalışmada, disleksi sınıflandırmalarına değinilmiş ve en kabul gören disleksi sınıflandırması olan; gelişimsel/sonradan edinilmiş disleksi ve yüzeysel/ fonolojik disleksi çeşitleri ele alınmış ve açıklanmıştır. Davranışsal düzeyde disleksinin bireyde görülen belirtileri üzerinde durulmuş ve ‘Disleksi Bireyleri Nasıl Etkiler?’ sorusuna cevap verilmeye çalışılmıştır. Okul çağı çocuklarının gösterdiği disleksiye ilişkin davranışlar açıklanmıştır. Bu çalışmada; ‘tanımlama, sınıflandırma ve bireydeki belirtileri’ dünyada kabul görmüş araştırmacıların çalışmaları incelenerek açıklanmıştır.

References

  • Akhtar, S. (2008). The nature of developmental dyslexia.Yüksek Lisans Tezi, Long Island University, Newyork.
  • Altuntaş, F. (2010). Sınıf öğretmenlerinin disleksiye ilişkin bilgileri ve dislektik öğrencilere yönelik çalışmaları. Yüksek Lisans Tezi, Hacettepe Üniversitesi Sosyal Bilimler Enstitüsü, Ankara.
  • Angelelli, P., Judica, A., Spinelli, D., Zoccolotti, P., & Luzzatti, C. (2004). Characteristics of writing disorders in Italian dyslexic children. Cognitive and Behavioral Neurology, 17(1), 18-31.
  • Arfe, B., Dockrell, J., & Berninger, V. (2014). Writing development in children with hearing loss, dyslexia, or oral language problems: Implications for assessment and instruction. Oxford University Press (UK).
  • Çayır, A. & Eid, B. N. K. (2010). Öğrenme Güçlüğü Çeken Bir İlköğretim 3. Sınıf Öğrencisinin Kaynaştırma Sınıfındaki Sosyal Uyum Becerilerinin İncelenmesi. Education Sciences, 5(4), 1764-1776.
  • Balcı, E. (2015). Amerika Birleşik Devletleri'nde disleksili bireylere uygulanan eğitim ve öğretim programlarının Türkiye'de yapılan çalışmalara katkısı açısından değerlendirilmesi. Yayımlanmamış Doktora Tezi. Gazi Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.
  • Barton, S. (2002). Warninng Signs of Dyslexia. 05.10.2016 tarihinde https://bartonreading.com adresinden alınmıştır. Baydık, B. (2006). Okuma güçlüğü olan çocukların sözcük okuma becerileri. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 7(1), 29-36.
  • Baydık, B. (2011). Okuma güçlüğü olan öğrencilerin üstbilişsel okuma stratejilerini kullanımı ve öğretmenlerinin okuduğunu anlama öğretim uygulamalarının incelenmesi Eğitim ve Bilim Dergisi, 36(162), 301-319.
  • Beauvois, M. F., & Derouesne, J. (1979). Phonological alexia: Three dissociations. Journal of Neurology, Neurosurgery, and Psychiatry, 42 ,1115-1124.
  • Besner, D., & Roberts, A. M. (2003). Reading nonwords aloud: Results requiring change in the dual route cascaded model. Psychonomic Bulletin & Review, 10(2), 398-404.
  • Brousseau, O. W. (2006). An investigation into the progression of early acquired dyslexia. Doktora Tezi. Windsor Üniversitesi, Kanada.
  • Bruck, M. (1994). Outcomes of adults with childhood histories of dyslexia. Portekiz: Paper Presented at NATO Advanced Study İnstitute in Alvor.
  • Castles, A., & Coltheart, M. (1993). Varieties of developmental dyslexia . Cognition. 47(2). 149-180.
  • Chait, M., Eden, G., Poeppel, D., Simon, J. Z., Hill, D. F., & Flowers, D. L. (2007). Delayed detection of tonal targets in background noise in dyslexia. Brain and Language, 102(1), 80-90.
  • Chang, K. (2003). Evolution of the dual route cascaded model of reading aloud. 04 Ocak 2015 tarihinde www.cs.cmu.edu sayfasından erişilmiştir.
  • Chevin, G. (2009). Dyslexia: Visually deaf? Auditory blind?. İngiltere: AuthorHouse.
  • Coleman, C., Gregg, N., McLain, L., & Bellair, L. W. (2009). A comparison of spelling performance across young adults with and without dyslexia. Assessment for effective intervention, 34(2), 94-105.
  • Collette, M. A. (1979). Dyslexia and classic pathognomic signs. Perceptual and motor skills, 48(3), 1055-1062.
  • Connelly, V., Campbell, S., MacLean, M., & Barnes, J. (2006). Contribution of lower order skills to the written composition of college students with and without dyslexia. Developmental neuropsychology, 29(1), 175-196.
  • Critchley, M. (1970) The Dyslexic Child. London: Heinemann.
  • Davis, R. (2010). The gift of dyslexia (Revize edilmiş ve genişletilmiş baskı). ABD: Perigee Books.
  • DeFries, J.C., & Alarcon, M. (1996). Genetics of specific reading disability. Mental Retardation and Developmental Disabilities Research Reviews, 2, 39-47.
  • Dünya Sağlık Örgütü (2011). World report on disability. http://www.who.int/disabilities/ world_report/2011/report.pdf?ua=1 sayfasından 11 Aralık 2014 tarihinde erişilmiştir.
  • Edwards, J. (1994). The scars of dyslexia: Eight case studies in emotional reactions. London: Cassell.
  • Flynn, M. J., & Deering, M. W. (1989). Subtypes of dyslexia: İnvestigation of border’s system using quantitative neurophysiology. Developmental Medicine & Child Neurology, 31, 215–223.
  • Francis, D. J., Shaywitz, S. E., Stuebing, K. K., Shaywitz, B. A., & Fletcher, J. M. (1996). Developmental lag versus deficit models of reading disability: a longitudinal, individual growth curves analysis. Journal of Educational Psychology, 88, 3–17.
  • Frith, U. (1985). Beneath the surface of developmental dyslexia. K. Patterson, J. Marshall & M. Coltheart (Ed.), Surface dyslexia (s. 301-331). Londra: Erlbaum.
  • Frith, U. (1999). Paradoxes in the Definition of Dyslexia1. Dyslexia, 5, 192-214.
  • Ganschow, L. (1984). Analysis of written language of a language learning disabled (dyslexic) college student and instructional implications. Annals of Dyslexia, 271-284.
  • Gallagher, A., Frith, U., & Snowling, M. J. (2000). Precursors of literacy delay among children at genetic risk of dyslexia. Journal of Child Psychology and Psychiatry, 41(2), 203-213.
  • Gildroy, P. G. (2000). Advanced word reading [Online]. The University of Kansas Center for Research on Learning, Lawrence.
  • Goulandris, N. K., & Snowling, M. (1991). Visual memory deficits: A plausible cause of developmental dyslexia? Evidence from a single case study. Cognitive Neuropsychology, 8, 127-154.
  • Grainger, J., & Ziegler, C. J. (2011). A dual-route approach to orthographic processing. Front Psychology, 2, 54.
  • Guardiola, J. (2001). The evolution of research on dyslexia. Institute for Behavioral Genetics and Department of Psychology, 32, 3-30.
  • Harman, S. (1982). Are reversals a symptom of dyslexia?. The Reading Teacher, 35(4), 424- 428.
  • Hallgren, B. (1950). Specific Dyslexia (Congenital Word Blindness). A Clinical and Genetic Study. Acta Psychiatrica et Neurologica Supplementum, 65, 1-287.
  • Hultquist, M. A. (2006). An introduction to dyslexia for parents and professionals. Londra: Jessica Kingsley.
  • Hurford, D. P., Schauf, J. D., Blaich, T., Moore, K., & Bunce, L. (1994). Early identification of children at risk for reading disabilities. Journal of learning disabilities, 27(6), 371-382.
  • IDA. (2009). Testing and Evaulation. 19 Ocak 2015 tarihinde http://www.interdys.org sayfasından erişilmiştir.
  • IDEA-Individuals with Disabilities Education Improvement Act. (1997). 20 U. S. C. 1400 et seq. Sec. 602.
  • Kelly, K. (2016). FAQs About Reversing Letters, Writing Letters Backwards and Dyslexia. https://www.understood.org adresinden 16/08/2016 tarihinde alınmıştır.
  • Kriss, I., & Evans, B. J. (2005). The relationship between dyslexia and Meares‐Irlen Syndrome. Journal of Research in Reading, 28(3), 350-364.
  • Kurnoff, S. (2001). The human side of dyslexia. Londra: London Universal.
  • Lachmann, T., & Geyer, T. (2003). Letter reversals in dyslexia: Is the case really closed? A critical review and conclusions. Psychology Science, 45, 50-70.
  • Lerner, J. W. (1989). Educational interventions in learning disabilities. Journal of the American Academy of Child & Adolescent Psychiatry. 28(3), 326-331.
  • Lyon , G. R. (1995). Toward a definition of dyslexia. Annals of Dyslexia, 45, 3-27.
  • Lyon, G. R., Shaywitz, S. E. & Shaywitz, B. A. (2003). A defination of dyslexia. Annals of Dyslexia, 53, 1-14.
  • Lyytinen, H., Erskine, J., Tolvanen, A., Torppa, M., Poikkeus, A. M., & Lyytinen, P. (2006). Trajectories of reading development: A follow-up from birth to school age of children with and without risk for dyslexia. Merrill-Palmer Quarterly (1982-), 514-546.
  • Marshall, J. C., & Newcombe, F. (1973). Patterns of paralexia: A psycholinguistic approach. Journal of Psycholinguistic Research, 2., 175-199.
  • McNulty, A. M. (2013). Dyslexia and the life course. Journal of Learning Disabilitie. 36(4), 363–381.
  • Morgan, W. (1896). A case of congenital word blindness. British Medical Journal. 2, 1378.
  • Mortimore, T., & Crozier, W. R. (2006). Dyslexia and difficulties with study skills in higher education. Studies in Higher Education, 31(2), 235-251.
  • Morken, F., & Helland, T. (2013). Writing in dyslexia: product and process. Dyslexia, 19(3), 131-148.
  • Naureen, S., Sultana, N., & Bakar, A. (2011). A Case Study of Dyslexia Child at the Primary Education Level in Pakistan. Language in India, 11(8).
  • Ott, P. (1997). How to detect and manage dyslexia. İngiltere: Heinemann Educutional.
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Journal Section Articles
Authors

Emine Balcı

Publication Date December 12, 2017
Acceptance Date December 11, 2017
Published in Issue Year 2017 Volume: 4 Issue: 2

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APA Balcı, E. (2017). Disleksi: Tanımı, Sınıflandırması ve Belirtileri. SDU International Journal of Educational Studies, 4(2), 166-180.
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ISSN:2148-9068