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ERKEN OKURYAZARLIK PUANLARI RİSK ALTINDAKİ ÇOCUKLARDA ÖZEL ÖĞRENME BOZUKLUĞU TANISINI ETKİLER Mİ

Yıl 2024, Cilt: 7 Sayı: 1, 1 - 15, 29.05.2024
https://doi.org/10.52538/iduhes.1439626

Öz

Amaç: Bu çalışmanın amacı, Özel Öğrenme Bozukluğu (ÖÖG) riski altındaki okul öncesi çocukların erken okuryazarlık becerilerini değerlendirmektir. Bu amaçla ÖÖG'li çocukların kardeşleri, konuşma bozukluğu olan çocuklar ve sağlıklı kontrollerin Erken Okuryazarlık Testi (EROT) puanlarını karşılaştırdık.
Yöntem: 60-72 aylık çocuklar çalışmaya alındı. Toplam katılımcı sayısı 81’dir. Sosyodemografik Veri Formu, Renkli Progresif Matrisler Testi (RPM) ve EROT tüm katılımcılara uygulanmıştır.
Sonuç: Üç grup arasında EROT’un tüm alt testlerinde anlamlı farklar bulunmuştur. Konuşma bozukluğu olan çocuklar, kelime dağarcığı dışındaki tüm alt testlerde en kötü puanı almışlardır; bunu ÖÖG'li çocukların kardeşleri takip ederken, kontrol grubu ise en yüksek puanları almıştır.
Tartışma: Mevcut çalışma, ÖÖG riski olan Türkçe gibi şeffaf bir dili kullanan okul öncesi çocukların EROT puanlarını araştıran ilk çalışmadır. Konuşma bozukluğu olan riskli grup, incelenen hemen hemen tüm alt testlerde en kötü performansı sergilemiştir. Bu grubun gelecekte en yüksek risk altında olacağını varsayarak müdahalelere erken başlamak kritik öneme sahiptir.

Etik Beyan

The manuscript has been read and approved by all the authors. There is no conflict of interest between authors

Kaynakça

  • Aarnoutse, C., van Leeuwe, J., Verhoeven, L. (2005). Early literacy from a longitudinal perspective. Educational Research and Evaluation, 11(3), 253-275.
  • Anthony, J. L., Francis, D. J. (2005). Development of phonological awareness. Current Directions in Psychological Science, 14(5), 255-259. doi:10.1111/j.0963-7214.2005.00376.x
  • Armbruster, B. B. (2010). Put reading first: The research building blocks for teaching children to read: Kindergarten through grade 3: Diane Publishing, pp.125-138.
  • American Psychiatric Association (APA). (2013). Diagnostic and statistical manual of mental disorders (DSM-5®): American Psychiatric Pub.
  • Beck, I. L., McKeown, M. G., Kucan, L. (2002). Bringing words to life. In: New York: Guilford Press.
  • Bennett-Armistead, V. S., Duke, N. K., Moses, A. M. (2005). Literacy and the youngest learner: Best practices for educators of children from birth to 5: Scholastic, pp.235-280.
  • Bildiren, A. (2017). Reliability and Validity Study for the Coloured Progressive Matrices Test between the Ages of 3-9 for Determining Gifted Children in the Pre-School Period. Journal of education and training studies, 5(11), 13-20.
  • Bird, J., Bishop, D. V., Freeman, N. (1995). Phonological awareness and literacy development in children with expressive phonological impairments. Journal of Speech, Language, and Hearing Research, 38(2), 446-462.
  • Bishop, D. V., Snowling, M. J. (2004). Developmental dyslexia and specific language impairment: Same or different? Psychological bulletin, 130(6), 858.
  • Carroll, J. M., Leavett, R., Hulme, C., Snowling, M. J. (2017). When does speech sound disorder matter for literacy? The role of disordered speech errors, co-occurring language impairment and family risk of dyslexia. Journal of Child Psychology Psychiatry, 58(2), 9p. doi:10.1111/jcpp.12648
  • Catts, H. W., Adlof, S. M., Hogan, T. P., Weismer, S. E. (2005). Are specific language impairment and dyslexia distinct disorders? Journal of Speech, Language, and Hearing Research, 48(6), 1378-1396.
  • Clay, M. M. (2005). Literacy Lessons Designed for Individuals: Why? when? and how? : Heinemann Educational Books,pp.358-396.
  • Dickinson, D. K., McCabe, A. (2001). Bringing it all together: The multiple origins, skills, and environmental supports of early literacy. Learning disabilities research and practice, 16(4), 186-202.
  • Elliott, E. M., Olliff, C. B. (2008). Developmentally appropriate emergent literacy activities for young children: Adapting the early literacy and learning model. Early Childhood Education Journal, 35(6), 551-556.
  • Evans, M. A., Bell, M., Shaw, D., Moretti, S., Page, J. (2006). Letter names, letter sounds and phonological awareness: An examination of kindergarten children across letters and of letters across children. Reading and writing, 19(9), 959-989.
  • Fergusson, D. M., Woodward, L. J. (1999). Maternal age and educational and psychosocial outcomes in early adulthood. The Journal of Child Psychology and Psychiatry and Allied Disciplines, 40(3), 479-489.
  • Gellert, A. S., Elbro, C. (2017). Does a dynamic test of phonological awareness predict early reading difficulties? A longitudinal study from Kindergarten through grade 1. Journal of learning disabilities, 50(3), 227-237.
  • Gonzalez, J. E., McCormick, A. S., Villareal, V., Kim, M., Perez, E., Darensbourg, A., Taylor, A. B. (2011). Exploring the underlying factor structure of the home literacy environment (HLE) in the English and Spanish versions of the Familia Inventory: A cautionary tale. Early Childhood Research Quarterly, 26(4), 475-483. doi:10.1016/j.ecresq.2010.12.001
  • Goswami, U. (2000). Phonological representations, reading development and dyslexia: towards a cross‐linguistic theoretical framework. Dyslexia, 6(2), 133-151.
  • Goswami, U., Wang, H.-L. S., Cruz, A., Fosker, T., Mead, N., Huss, M. (2011). Language-universal sensory deficits in developmental dyslexia: English, Spanish, and Chinese. Journal of Cognitive Neuroscience, 23(2), 325-337.
  • Greene Brabham, E., Lynch-Brown, C. (2002). Effects of teachers' reading-aloud styles on vocabulary acquisition and comprehension of students in the early elementary grades. Journal of Educational Psychology, 94(3), 465.
  • Kargın, T., Ergül, C., Büyüköztürk, Ş., Güldenoğlu, B. (2015). Anasınıfı çocuklarına yönelik Erken Okuryazarlık Testi (EROT) geliştirme çalışması. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 16(03), 237-268.
  • Kargın, T., Güldenoğlu, B., Ergül, C. (2017). Anasınıfı çocuklarının erken okuryazarlık beceri profili: Ankara örneklemi.
  • Leppänen, U., Aunola, K., Nurmi, J. E., Niemi, P. (2006). Development of reading and spelling finnish from preschool to grade 1 and grade 2. Scientific Studies of Reading, 10(1), 3-30. doi:10.1207/s1532799xssr1001_2
  • Lewis, B. A., Freebairn, L. A., Taylor, H. G. (2000). Academic outcomes in children with histories of speech sound disorders. Journal of Communication Disorders, 33(1), 11-30.
  • Lonigan, C. J., Shanahan, T., National Institute for, L. (2009). Developing Early Literacy: Report of the National Early Literacy Panel. Executive Summary, pp.157-168. A Scientific Synthesis of Early Literacy Development and Implications for Intervention. Retrieved from
  • Marzocchi, G. M., Ornaghi, S., Barboglio, S. (2009). What are the causes of the attention deficits observed in children with dyslexia? Child Neuropsychology, 15(6), 567-581.
  • Mascheretti, S., Marino, C., Simone, D., Quadrelli, E., Riva, V., Cellino, M. R., Battaglia, M. (2015). Putative risk factors in developmental dyslexia: A case-control study of Italian children. Journal of learning disabilities, 48(2), 120-129.
  • McArthur, G. M., Hogben, J. H., Edwards, V. T., Heath, S. M., Mengler, E. D. (2000). On the “specifics” of specific reading disability and specific language impairment. The Journal of Child Psychology and Psychiatry and Allied Disciplines, 41(7), 869-874.
  • McBride-Chang, C. (1999). The ABCs of the ABCs: The development of letter-name and letter-sound knowledge. Merrill-Palmer Quarterly (1982-), 285-308.
  • McGee, L. M., Morrow, L. M. (2005). Teaching literacy in kindergarten: Guilford Press, pp.58-91. Melby-Lervåg, M., Lyster, S.-A. H., Hulme, C. (2012). Phonological skills and their role in learning to read: a meta-analytic review. Psychological bulletin, 138(2), 322.
  • Menghini, D., Finzi, A., Carlesimo, G. A., Vicari, S. (2011). Working memory impairment in children with developmental dyslexia: is it just a phonological deficity? Developmental neuropsychology, 36(2), 199-213.
  • Metsala, J. L., Walley, A. C. (1998). Spoken vocabulary growth and the segmental restructuring of lexical representations: Precursors to phonemic awareness and early reading ability,89-120
  • Moll, K., Loff, A., Snowling, M. J. (2013). Cognitive endophenotypes of dyslexia. Scientific Studies of Reading, 17(6), 385-397.
  • Pennington, B. F., Bishop, D. V. (2009). Relations among speech, language, and reading disorders. Annual review of psychology, 60.
  • Pennington, B. F., Lefly, D. L. (2001). Early reading development in children at family risk for dyslexia. Child development, 72(3), 816-833.
  • Phillips, B. M., Clancy-Menchetti, J., Lonigan, C. J. (2008). Successful phonological awareness instruction with preschool children: Lessons from the classroom. Topics in early childhood special education, 28(1), 3-17.
  • Reiter, A., Tucha, O., Lange, K. W. (2005). Executive functions in children with dyslexia. Dyslexia, 11(2), 116-131.
  • Scarborough, H. S. (1990). Very early language deficits in dyslexic children. Child development, 61(6), 1728-1743.
  • Shanahan, M. A., Pennington, B. F., Yerys, B. E., Scott, A., Boada, R., Willcutt, E. G., DeFries, J. C. (2006). Processing speed deficits in attention deficit/hyperactivity disorder and reading disability. Journal of abnormal child psychology, 34(5), 584.
  • Silver, C. H., Ruff, R. M., Iverson, G. L., Barth, J. T., Broshek, D. K., Bush, S. S., Committee, P. (2008). Learning disabilities: The need for neuropsychological evaluation. Archives of Clinical Neuropsychology, 23(2), 217-219.
  • Snowling, M. J. (2005). Literacy outcomes for children with oral language impairments: Developmental interactions between language skills and learning to read. The connections between language and reading disabilities, 55-75.
  • Snowling, M. J., Gallagher, A., Frith, U. (2003). Family risk of dyslexia is continuous: Individual differences in the precursors of reading skill. Child development, 74(2), 358-373.
  • Snowling, M. J., Melby-Lervag, M. (2016). Oral language deficits in familial dyslexia: A meta-analysis and review. Psychol Bull, 142(5), 498-545. doi:10.1037/bul0000037
  • Spira, E. G., Bracken, S. S., Fischel, J. E. (2005). Predicting improvement after first-grade reading difficulties: the effects of oral language, emergent literacy, and behavior skills. Developmental psychology, 41(1), 225.
  • Sun, Z., Zou, L., Zhang, J., Mo, S., Shao, S., Zhong, R., Song, R. (2013). Prevalence and associated risk factors of dyslexic children in a middle-sized city of China: a cross-sectional study. PloS one, 8(2), e56688, pp.258-293
  • Torppa, M., Lyytinen, P., Erskine, J., Eklund, K., Lyytinen, H. (2010). Language development, literacy skills, and predictive connections to reading in Finnish children with and without familial risk for dyslexia. Journal of learning disabilities, 43(4), 308-321.
  • Treiman, R., Rodriguez, K. (1999). Young children use letter names in learning to read words. Psychological Science(4), 334.
  • van Viersen, S., de Bree, E. H., Verdam, M., Krikhaar, E., Maassen, B., van der Leij, A., de Jong, P. F. (2017). Delayed early vocabulary development in children at family risk of dyslexia. Journal of Speech, Language, and Hearing Research, 60(4), 937-949.
  • Walley, A. C. (1993). The role of vocabulary development in children′ s spoken word recognition and segmentation ability. Developmental review, 13(3), 286-350.
  • Whitehurst, G. J., Lonigan, C. J. (1998). Child development and emergent literacy. Child development, 69(3), 848-872.

COULD EARLY LITERACY SCORES AFFECT THE DIAGNOSIS OF SPECIFIC LEARNING DISORDER IN CHILDREN AT RISK

Yıl 2024, Cilt: 7 Sayı: 1, 1 - 15, 29.05.2024
https://doi.org/10.52538/iduhes.1439626

Öz

Background and objectives: The aim of this study was to evaluate the early literacy skills of pre-school children at risk of Specific Learning Disorder (SLD) by comparing Test of Early Literacy (TEL) scores between three groups including the siblings of children with SLD, children with speech disorder and healthy controls.
Methods: Children between the age of 60-72 months were recruited. The total number of participants was 81. A sociodemographic Data Form, the Colored Progressive Matrices Test (CPM) and TEL were applied to all participants.
Results: A significant difference was determined between the performance of the three groups in all sub-tests of TEL. The children with speech disorder displayed the worst score in all sub-tests except vocabulary; this was followed by the siblings of children with SLD while the control group displayed the highest scores.
Conclusion: The current study is the first investigating the TEL scores of pre-school children using a transparent language like Turkish at risk of SLD. The risky group with a language disorder showed the worst performance in almost all subtests examined. It is critical to start interventions early, assuming that this group will be at highest risk in the future.

Etik Beyan

There is no financial support. The manuscript has been read and approved by all the authors. There is no conflict of interest.

Teşekkür

We would like to thank to Professor KARGIN for allowing the use of the TEL in our study.

Kaynakça

  • Aarnoutse, C., van Leeuwe, J., Verhoeven, L. (2005). Early literacy from a longitudinal perspective. Educational Research and Evaluation, 11(3), 253-275.
  • Anthony, J. L., Francis, D. J. (2005). Development of phonological awareness. Current Directions in Psychological Science, 14(5), 255-259. doi:10.1111/j.0963-7214.2005.00376.x
  • Armbruster, B. B. (2010). Put reading first: The research building blocks for teaching children to read: Kindergarten through grade 3: Diane Publishing, pp.125-138.
  • American Psychiatric Association (APA). (2013). Diagnostic and statistical manual of mental disorders (DSM-5®): American Psychiatric Pub.
  • Beck, I. L., McKeown, M. G., Kucan, L. (2002). Bringing words to life. In: New York: Guilford Press.
  • Bennett-Armistead, V. S., Duke, N. K., Moses, A. M. (2005). Literacy and the youngest learner: Best practices for educators of children from birth to 5: Scholastic, pp.235-280.
  • Bildiren, A. (2017). Reliability and Validity Study for the Coloured Progressive Matrices Test between the Ages of 3-9 for Determining Gifted Children in the Pre-School Period. Journal of education and training studies, 5(11), 13-20.
  • Bird, J., Bishop, D. V., Freeman, N. (1995). Phonological awareness and literacy development in children with expressive phonological impairments. Journal of Speech, Language, and Hearing Research, 38(2), 446-462.
  • Bishop, D. V., Snowling, M. J. (2004). Developmental dyslexia and specific language impairment: Same or different? Psychological bulletin, 130(6), 858.
  • Carroll, J. M., Leavett, R., Hulme, C., Snowling, M. J. (2017). When does speech sound disorder matter for literacy? The role of disordered speech errors, co-occurring language impairment and family risk of dyslexia. Journal of Child Psychology Psychiatry, 58(2), 9p. doi:10.1111/jcpp.12648
  • Catts, H. W., Adlof, S. M., Hogan, T. P., Weismer, S. E. (2005). Are specific language impairment and dyslexia distinct disorders? Journal of Speech, Language, and Hearing Research, 48(6), 1378-1396.
  • Clay, M. M. (2005). Literacy Lessons Designed for Individuals: Why? when? and how? : Heinemann Educational Books,pp.358-396.
  • Dickinson, D. K., McCabe, A. (2001). Bringing it all together: The multiple origins, skills, and environmental supports of early literacy. Learning disabilities research and practice, 16(4), 186-202.
  • Elliott, E. M., Olliff, C. B. (2008). Developmentally appropriate emergent literacy activities for young children: Adapting the early literacy and learning model. Early Childhood Education Journal, 35(6), 551-556.
  • Evans, M. A., Bell, M., Shaw, D., Moretti, S., Page, J. (2006). Letter names, letter sounds and phonological awareness: An examination of kindergarten children across letters and of letters across children. Reading and writing, 19(9), 959-989.
  • Fergusson, D. M., Woodward, L. J. (1999). Maternal age and educational and psychosocial outcomes in early adulthood. The Journal of Child Psychology and Psychiatry and Allied Disciplines, 40(3), 479-489.
  • Gellert, A. S., Elbro, C. (2017). Does a dynamic test of phonological awareness predict early reading difficulties? A longitudinal study from Kindergarten through grade 1. Journal of learning disabilities, 50(3), 227-237.
  • Gonzalez, J. E., McCormick, A. S., Villareal, V., Kim, M., Perez, E., Darensbourg, A., Taylor, A. B. (2011). Exploring the underlying factor structure of the home literacy environment (HLE) in the English and Spanish versions of the Familia Inventory: A cautionary tale. Early Childhood Research Quarterly, 26(4), 475-483. doi:10.1016/j.ecresq.2010.12.001
  • Goswami, U. (2000). Phonological representations, reading development and dyslexia: towards a cross‐linguistic theoretical framework. Dyslexia, 6(2), 133-151.
  • Goswami, U., Wang, H.-L. S., Cruz, A., Fosker, T., Mead, N., Huss, M. (2011). Language-universal sensory deficits in developmental dyslexia: English, Spanish, and Chinese. Journal of Cognitive Neuroscience, 23(2), 325-337.
  • Greene Brabham, E., Lynch-Brown, C. (2002). Effects of teachers' reading-aloud styles on vocabulary acquisition and comprehension of students in the early elementary grades. Journal of Educational Psychology, 94(3), 465.
  • Kargın, T., Ergül, C., Büyüköztürk, Ş., Güldenoğlu, B. (2015). Anasınıfı çocuklarına yönelik Erken Okuryazarlık Testi (EROT) geliştirme çalışması. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 16(03), 237-268.
  • Kargın, T., Güldenoğlu, B., Ergül, C. (2017). Anasınıfı çocuklarının erken okuryazarlık beceri profili: Ankara örneklemi.
  • Leppänen, U., Aunola, K., Nurmi, J. E., Niemi, P. (2006). Development of reading and spelling finnish from preschool to grade 1 and grade 2. Scientific Studies of Reading, 10(1), 3-30. doi:10.1207/s1532799xssr1001_2
  • Lewis, B. A., Freebairn, L. A., Taylor, H. G. (2000). Academic outcomes in children with histories of speech sound disorders. Journal of Communication Disorders, 33(1), 11-30.
  • Lonigan, C. J., Shanahan, T., National Institute for, L. (2009). Developing Early Literacy: Report of the National Early Literacy Panel. Executive Summary, pp.157-168. A Scientific Synthesis of Early Literacy Development and Implications for Intervention. Retrieved from
  • Marzocchi, G. M., Ornaghi, S., Barboglio, S. (2009). What are the causes of the attention deficits observed in children with dyslexia? Child Neuropsychology, 15(6), 567-581.
  • Mascheretti, S., Marino, C., Simone, D., Quadrelli, E., Riva, V., Cellino, M. R., Battaglia, M. (2015). Putative risk factors in developmental dyslexia: A case-control study of Italian children. Journal of learning disabilities, 48(2), 120-129.
  • McArthur, G. M., Hogben, J. H., Edwards, V. T., Heath, S. M., Mengler, E. D. (2000). On the “specifics” of specific reading disability and specific language impairment. The Journal of Child Psychology and Psychiatry and Allied Disciplines, 41(7), 869-874.
  • McBride-Chang, C. (1999). The ABCs of the ABCs: The development of letter-name and letter-sound knowledge. Merrill-Palmer Quarterly (1982-), 285-308.
  • McGee, L. M., Morrow, L. M. (2005). Teaching literacy in kindergarten: Guilford Press, pp.58-91. Melby-Lervåg, M., Lyster, S.-A. H., Hulme, C. (2012). Phonological skills and their role in learning to read: a meta-analytic review. Psychological bulletin, 138(2), 322.
  • Menghini, D., Finzi, A., Carlesimo, G. A., Vicari, S. (2011). Working memory impairment in children with developmental dyslexia: is it just a phonological deficity? Developmental neuropsychology, 36(2), 199-213.
  • Metsala, J. L., Walley, A. C. (1998). Spoken vocabulary growth and the segmental restructuring of lexical representations: Precursors to phonemic awareness and early reading ability,89-120
  • Moll, K., Loff, A., Snowling, M. J. (2013). Cognitive endophenotypes of dyslexia. Scientific Studies of Reading, 17(6), 385-397.
  • Pennington, B. F., Bishop, D. V. (2009). Relations among speech, language, and reading disorders. Annual review of psychology, 60.
  • Pennington, B. F., Lefly, D. L. (2001). Early reading development in children at family risk for dyslexia. Child development, 72(3), 816-833.
  • Phillips, B. M., Clancy-Menchetti, J., Lonigan, C. J. (2008). Successful phonological awareness instruction with preschool children: Lessons from the classroom. Topics in early childhood special education, 28(1), 3-17.
  • Reiter, A., Tucha, O., Lange, K. W. (2005). Executive functions in children with dyslexia. Dyslexia, 11(2), 116-131.
  • Scarborough, H. S. (1990). Very early language deficits in dyslexic children. Child development, 61(6), 1728-1743.
  • Shanahan, M. A., Pennington, B. F., Yerys, B. E., Scott, A., Boada, R., Willcutt, E. G., DeFries, J. C. (2006). Processing speed deficits in attention deficit/hyperactivity disorder and reading disability. Journal of abnormal child psychology, 34(5), 584.
  • Silver, C. H., Ruff, R. M., Iverson, G. L., Barth, J. T., Broshek, D. K., Bush, S. S., Committee, P. (2008). Learning disabilities: The need for neuropsychological evaluation. Archives of Clinical Neuropsychology, 23(2), 217-219.
  • Snowling, M. J. (2005). Literacy outcomes for children with oral language impairments: Developmental interactions between language skills and learning to read. The connections between language and reading disabilities, 55-75.
  • Snowling, M. J., Gallagher, A., Frith, U. (2003). Family risk of dyslexia is continuous: Individual differences in the precursors of reading skill. Child development, 74(2), 358-373.
  • Snowling, M. J., Melby-Lervag, M. (2016). Oral language deficits in familial dyslexia: A meta-analysis and review. Psychol Bull, 142(5), 498-545. doi:10.1037/bul0000037
  • Spira, E. G., Bracken, S. S., Fischel, J. E. (2005). Predicting improvement after first-grade reading difficulties: the effects of oral language, emergent literacy, and behavior skills. Developmental psychology, 41(1), 225.
  • Sun, Z., Zou, L., Zhang, J., Mo, S., Shao, S., Zhong, R., Song, R. (2013). Prevalence and associated risk factors of dyslexic children in a middle-sized city of China: a cross-sectional study. PloS one, 8(2), e56688, pp.258-293
  • Torppa, M., Lyytinen, P., Erskine, J., Eklund, K., Lyytinen, H. (2010). Language development, literacy skills, and predictive connections to reading in Finnish children with and without familial risk for dyslexia. Journal of learning disabilities, 43(4), 308-321.
  • Treiman, R., Rodriguez, K. (1999). Young children use letter names in learning to read words. Psychological Science(4), 334.
  • van Viersen, S., de Bree, E. H., Verdam, M., Krikhaar, E., Maassen, B., van der Leij, A., de Jong, P. F. (2017). Delayed early vocabulary development in children at family risk of dyslexia. Journal of Speech, Language, and Hearing Research, 60(4), 937-949.
  • Walley, A. C. (1993). The role of vocabulary development in children′ s spoken word recognition and segmentation ability. Developmental review, 13(3), 286-350.
  • Whitehurst, G. J., Lonigan, C. J. (1998). Child development and emergent literacy. Child development, 69(3), 848-872.
Toplam 51 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Klinik Tıp Bilimleri (Diğer)
Bölüm Makaleler
Yazarlar

Yusuf Gürel 0000-0003-1315-9101

Pınar Uran 0000-0003-4560-9146

Erken Görünüm Tarihi 24 Mayıs 2024
Yayımlanma Tarihi 29 Mayıs 2024
Gönderilme Tarihi 19 Şubat 2024
Kabul Tarihi 28 Mart 2024
Yayımlandığı Sayı Yıl 2024 Cilt: 7 Sayı: 1

Kaynak Göster

APA Gürel, Y., & Uran, P. (2024). COULD EARLY LITERACY SCORES AFFECT THE DIAGNOSIS OF SPECIFIC LEARNING DISORDER IN CHILDREN AT RISK. Izmir Democracy University Health Sciences Journal, 7(1), 1-15. https://doi.org/10.52538/iduhes.1439626

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