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Okuma Güçlüğü Olan ve Olmayan Okuyucuların Okuma Performanslarının Okumanın Bileşenleri Açısından Gelişimsel Olarak İncelenmesi

Yıl 2023, Cilt: 24 Sayı: 1, 68 - 105, 30.04.2023

Öz

Araştırmada okuma güçlüğü olan ve olmayan okuyucuların gelişimsel olarak okumanın bileşenlerinde sahip oldukları performansların karşılaştırılması amaçlanmıştır. Bu doğrultuda 2, 4, 6 ve 8. sınıfa devam eden 240 normal gelişim gösteren ve 204 öğrenme güçlüğü olan toplamda 444 okuyucudan veri toplanmıştır. Katılımcıların performansları okumanın çözümleme, akıcı okuma ve okuduğunu anlama boyutunda karşılaştırılmıştır. Ayrıca öğrenme güçlüğü olan okuyucuların okumanın bileşenlerinde sahip oldukları performanslar arası ilişkiler incelenmiştir. Sonuçlara bakıldığında öğrenme güçlüğü olan grubun her sınıf düzeyinde okumanın tüm bileşenlerinde normal gelişim gösteren akranlarından daha düşük performans sergiledikleri gözlenmiştir. Ayrıca öğrenme güçlüğü olan grubun çözümleme becerilerinin 2. sınıfta akıcı okuma ve okuduğunu anlamayla, 4. sınıfta sadece akıcı okumayla ilişkisi olduğu sonucuna ulaşılmıştır. Akıcı okuma becerilerininse tüm sınıf düzeylerinde okuduğunu anlamayla anlamlı bir ilişkiye sahip olduğu görülmüştür. Elde edilen sonuçlar öğrenme güçlüğü okuyucuların okumanın bileşenlerinde önemli sınırlılıklar sergiledikleri ve bu sınırlıkları ortaokul düzeyine de taşıdıklarını göstermiştir. Elde edilen sonuçlar alanyazın temelinde tartışılmıştır.

Proje Numarası

TÜBİTAK 1001 117K976 numaralı proje

Kaynakça

  • Akyol, H., & Kodan, H. (2016). Okuma güçlüğü olan bir öğrencinin okuma güçlüğünün giderilmesine yönelik bir uygulama: Akıcı okuma stratejilerinin kullanımı. Ondokuz Mayis University Journal of Education Faculty, 35(2), 7-21.
  • Alatlı, R., Güldenoğlu, İ., & Kargin, T. (2022). Examination of the Reading Comprehension Skills of Good and Poor Readers in the Dimension of Reading Components Developed by a Reading Skills Assessment Tool. Education and Science, 47(211), 273-295. Doi: 10.15390/eb.2022.11080
  • Alves, L. M., Reis, C., & Pinheiro, A. (2015). Prosody and reading in dyslexic children. Dyslexia, 21(1), 35-49. https://doi.org/10.1002/dys.1485
  • Archer, A. L., Gleason, M. M., & Vachon, V. L. (2003). Decoding and fluency: Foundation skills for struggling older readers. Learning disability quarterly 26, 89-101. https://doi.org/10.2307/1593592
  • Balcı, E. (2019). Özel öğrenme güçlüğü olan ortaokul öğrencilerinin akıcı okuma beceri düzeylerinin incelenmesi. Yaşadıkça eğitim 33(2), 262-274.
  • Bernstein, S. E. (2009). Phonology, decoding, and lexical compensation in vowel spelling errors made by children with dyslexia. Reading and Writing, 22(3), 307-331. https://doi.org/10.1007/s11145-008-9116-z
  • Cain, K., & Oakhill, J. (2007). Cognitive bases of children’s language comprehension difficulties. In Cain K., & Oakhil J. (Ed.), Children’s comprehension problems in oral and written language: a cognitive perspective, 283-295. New York: The Guilford Press
  • Catts, H. W., Adlof, S. M., & Weismer, S. E. (2006). Language deficits in poor comprehenders: A case for the simple view of reading. Journal of speech, language, and hearing research 49(2), 278-293. https://doi.org/10.1044/1092-4388(2006/023)
  • Coltheart, M.(2005).Modeling reading: The dual-route approach.In NJ. Snowling.Hulme(Eds.), The science of reading: A handbook( pp. 6–23).Oxford, England: Blackwell.
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  • Ehri, L. C. (2005). Learning to read words: Theory, findings, and issues. Scientific Studies of reading, 9(2), 167-188. https://doi.org/10.1207/s1532799xssr0902_4
  • Elbro, C., & Petersen, D. K. (2004). Long-term effects of phoneme awareness and letter sound training: An intervention study with children at risk for dyslexia. Journal of educational psychology, 96(4), 660-670. https://doi.org/10.1037/0022-0663.96.4.660
  • Frederickson, N., & Jacobs, S. (2001). Controllability attributions for academic performance and the perceived scholastic competence, global self-worth and achievement of children with dyslexia. School Psychology International, 22(4), 401-416. https://doi.org/10.1177/01430343012240
  • Friend, A., & Olson, R. K. (2008). Phonological spelling and reading deficits in children with spelling disabilities. Scientific studies of reading, 12(1), 90-105. https://doi.org/10.1080/10888430701773876
  • Fuchs, L. S., Fuchs, D., Hosp, M. K., & Jenkins, J. R. (2001). Oral reading fluency as an indicator of reading competence: A theoretical, empirical, and historical analysis. In The Role of Fluency in Reading Competence, Assessment, and instruction (pp. 239-256). Routledge.
  • García, J. R., & Cain, K. (2014). Decoding and reading comprehension: A meta-analysis to identify which reader and assessment characteristics influence the strength of the relationship in English. Review of educational research, 84(1), 74-111. https://doi.org/10.3102/0034654313499616
  • Goswami, U., Gerson, D., & Astruc, L. (2010). Amplitude envelope perception, phonology and prosodic sensitivity in children with developmental dyslexia. Reading and Writing, 23(8), 995-1019. https://doi.org/10.1007/s11145-009-9186-6
  • Gough, P. B., & Tunmer, W. E. (1986). Decoding, reading, and reading disability. Remedial and special education, 7(1), 6-10. https://doi.org/10.1177/074193258600700104
  • Görgün, B., & Melekoğlu, M. A. (2019). Özel öğrenme güçlüğü olan öğrencilerin akıcı okuma ve okuduğunu anlama becerilerini geliştirmeye yönelik bir okuma destek programının geliştirilmesi. İlköğretim Online, 698-713. https://doi.org/10.17051/ilkonline.2019.562034
  • Güldenoğlu, İ. B., Kargın, T., & Miller, P. (2012). İyi ve zayıf okuyucuların kelime işlemleme ve okuduğunu anlama becerilerinin karşılaştırılmalı olarak incelenmesi. Kuram ve Uygulamada Eğitim Bilimleri, 12(4), 2807-2828.
  • Güldenoğlu, B., Kargin, T., & Miller, P. (2015). Okuma güçlüğü olan ve olmayan öğrencilerin cümle anlama becerilerinin incelenmesi. Türk Psikoloji Dergisi, 30(76), 82-96.
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  • Hudson, R. F., Torgesen, J. K., Lane, H. B., & Turner, S. J. (2012). Relations among reading skills and sub-skills and text-level reading proficiency in developing readers. Reading and Writing, 25(2), 483-507. https://doi.org/10.1007/s11145-010-9283-6
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Developmental Examination of Reading Performance of Readers with and without Reading Difficulties in Terms of Reading Components

Yıl 2023, Cilt: 24 Sayı: 1, 68 - 105, 30.04.2023

Öz

The purpose of the study is to compare the developmental reading performance of readers with and without reading disabilities. In this direction, data were obtained from 444 readers in grades 2, 4, 6, and 8, including 240 with normal development and 204 with learning disabilities. The participants' reading comprehension, reading fluency, and decoding skills were evaluated and compared. In addition, the links between the reading component performances of readers with learning disabilities were investigated. According to the results, the group with learning disabilities performed lower than their normally developed peers in all reading components across all grade levels. In addition, it was determined that the decoding skills of the group with learning difficulties were associated with reading fluency and comprehension in the 2nd grade, but only with reading fluency in the 4th grade. At all grade levels, there was a substantial correlation between reading fluency and reading comprehension.The findings revealed that readers with learning disabilities displayed severe deficits in the components of reading and carried these deficits into secondary education. The results are discussed in light of the relevant literature.

Proje Numarası

TÜBİTAK 1001 117K976 numaralı proje

Kaynakça

  • Akyol, H., & Kodan, H. (2016). Okuma güçlüğü olan bir öğrencinin okuma güçlüğünün giderilmesine yönelik bir uygulama: Akıcı okuma stratejilerinin kullanımı. Ondokuz Mayis University Journal of Education Faculty, 35(2), 7-21.
  • Alatlı, R., Güldenoğlu, İ., & Kargin, T. (2022). Examination of the Reading Comprehension Skills of Good and Poor Readers in the Dimension of Reading Components Developed by a Reading Skills Assessment Tool. Education and Science, 47(211), 273-295. Doi: 10.15390/eb.2022.11080
  • Alves, L. M., Reis, C., & Pinheiro, A. (2015). Prosody and reading in dyslexic children. Dyslexia, 21(1), 35-49. https://doi.org/10.1002/dys.1485
  • Archer, A. L., Gleason, M. M., & Vachon, V. L. (2003). Decoding and fluency: Foundation skills for struggling older readers. Learning disability quarterly 26, 89-101. https://doi.org/10.2307/1593592
  • Balcı, E. (2019). Özel öğrenme güçlüğü olan ortaokul öğrencilerinin akıcı okuma beceri düzeylerinin incelenmesi. Yaşadıkça eğitim 33(2), 262-274.
  • Bernstein, S. E. (2009). Phonology, decoding, and lexical compensation in vowel spelling errors made by children with dyslexia. Reading and Writing, 22(3), 307-331. https://doi.org/10.1007/s11145-008-9116-z
  • Cain, K., & Oakhill, J. (2007). Cognitive bases of children’s language comprehension difficulties. In Cain K., & Oakhil J. (Ed.), Children’s comprehension problems in oral and written language: a cognitive perspective, 283-295. New York: The Guilford Press
  • Catts, H. W., Adlof, S. M., & Weismer, S. E. (2006). Language deficits in poor comprehenders: A case for the simple view of reading. Journal of speech, language, and hearing research 49(2), 278-293. https://doi.org/10.1044/1092-4388(2006/023)
  • Coltheart, M.(2005).Modeling reading: The dual-route approach.In NJ. Snowling.Hulme(Eds.), The science of reading: A handbook( pp. 6–23).Oxford, England: Blackwell.
  • Coltheart, M. (2006). Dual route and connectionist models of reading: An overview. London Review of Education, 4 (1), 5-17. Doi: 10.1080/13603110600574322
  • Ehri, L. C. (2005). Learning to read words: Theory, findings, and issues. Scientific Studies of reading, 9(2), 167-188. https://doi.org/10.1207/s1532799xssr0902_4
  • Elbro, C., & Petersen, D. K. (2004). Long-term effects of phoneme awareness and letter sound training: An intervention study with children at risk for dyslexia. Journal of educational psychology, 96(4), 660-670. https://doi.org/10.1037/0022-0663.96.4.660
  • Frederickson, N., & Jacobs, S. (2001). Controllability attributions for academic performance and the perceived scholastic competence, global self-worth and achievement of children with dyslexia. School Psychology International, 22(4), 401-416. https://doi.org/10.1177/01430343012240
  • Friend, A., & Olson, R. K. (2008). Phonological spelling and reading deficits in children with spelling disabilities. Scientific studies of reading, 12(1), 90-105. https://doi.org/10.1080/10888430701773876
  • Fuchs, L. S., Fuchs, D., Hosp, M. K., & Jenkins, J. R. (2001). Oral reading fluency as an indicator of reading competence: A theoretical, empirical, and historical analysis. In The Role of Fluency in Reading Competence, Assessment, and instruction (pp. 239-256). Routledge.
  • García, J. R., & Cain, K. (2014). Decoding and reading comprehension: A meta-analysis to identify which reader and assessment characteristics influence the strength of the relationship in English. Review of educational research, 84(1), 74-111. https://doi.org/10.3102/0034654313499616
  • Goswami, U., Gerson, D., & Astruc, L. (2010). Amplitude envelope perception, phonology and prosodic sensitivity in children with developmental dyslexia. Reading and Writing, 23(8), 995-1019. https://doi.org/10.1007/s11145-009-9186-6
  • Gough, P. B., & Tunmer, W. E. (1986). Decoding, reading, and reading disability. Remedial and special education, 7(1), 6-10. https://doi.org/10.1177/074193258600700104
  • Görgün, B., & Melekoğlu, M. A. (2019). Özel öğrenme güçlüğü olan öğrencilerin akıcı okuma ve okuduğunu anlama becerilerini geliştirmeye yönelik bir okuma destek programının geliştirilmesi. İlköğretim Online, 698-713. https://doi.org/10.17051/ilkonline.2019.562034
  • Güldenoğlu, İ. B., Kargın, T., & Miller, P. (2012). İyi ve zayıf okuyucuların kelime işlemleme ve okuduğunu anlama becerilerinin karşılaştırılmalı olarak incelenmesi. Kuram ve Uygulamada Eğitim Bilimleri, 12(4), 2807-2828.
  • Güldenoğlu, B., Kargin, T., & Miller, P. (2015). Okuma güçlüğü olan ve olmayan öğrencilerin cümle anlama becerilerinin incelenmesi. Türk Psikoloji Dergisi, 30(76), 82-96.
  • Hoover, W. A., & Gough, P. B. (1990). The simple view of reading. Reading and writing, 2(2), 127-160. https://doi.org/10.1007/BF00401799
  • Hudson, R. F., Pullen, P. C., Lane, H. B., & Torgesen, J. K. (2008). The complex nature of reading fluency: A multidimensional view. Reading & Writing Quarterly, 25(1), 4-32. https://doi.org/10.1080/10573560802491208
  • Hudson, R. F., Torgesen, J. K., Lane, H. B., & Turner, S. J. (2012). Relations among reading skills and sub-skills and text-level reading proficiency in developing readers. Reading and Writing, 25(2), 483-507. https://doi.org/10.1007/s11145-010-9283-6
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  • Katzir, T., Shaul, S., Breznitz, Z., & Wolf, M. (2004). The universal and the unique in dyslexia: A cross-linguistic investigation of reading and reading fluency in Hebrew-and English-speaking children with reading disorders. Reading and Writing, 17(7), 739-768. https://doi.org/10.1007/s11145-004-2655-z
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  • Kunert, R., & Scheepers, C. (2014). Speed and accuracy of dyslexic versus typical word recognition: an eye-movement investigation. Frontiers in Psychology, 5(1129), 1-16. https://doi.org/10.3389/fpsyg.2014.01129
  • Landerl, K., & Wimmer, H. (2008). Development of word reading fluency and spelling in a consistent orthography: an 8-year follow-up. Journal of educational psychology, 100(1), 150-161. https://doi.org/10.1037/0022-0663.100.1.150
  • Martin, F., Pratt, C., & Fraser, J. (2000). The use of orthographic and phonological strategies for the decoding of words in children with developmental dyslexia and average readers. Dyslexia, 6(4), 231-247. https://doi.org/10.1002/1099-0909(200010/12)6:4<231::AID-DYS175>3.0.CO;2-3
  • Miller, P. (2007). The role of phonology in the word decoding skills of poor readers: Evidence from individuals with prelingual deafness or diagnosed dyslexia. Journal of Developmental and Physical Disabilities, 19(4), 385-408. https://doi.org/10.1007/s10882-007-9057-5
  • Miller, S. D., & Smith, D. E. (1989). Relations among oral reading, silent reading and listening comprehension of students at differing competency levels. Literacy Research and Instruction, 29(2), 73-84. https://doi.org/10.1080/19388079009558006
  • Milli Eğitim Bakanlığı (2020). İlkokul Türkçe Öğretim Programı. Ankara
  • Nation, K., & Snowling, M. J. (1998). Individual differences in contextual facilitation: Evidence from dyslexia and poor reading comprehension. Child development, 69(4), 996-1011. https://doi.org/10.1111/j.1467-8624.1998.tb06157.x
  • Özmen, R. G. (2005). Öğrenme güçlüğü olan öğrencilerin okuma hızlarının metinlerde karşılaştırılması. Eğitim ve Bilim, 30(136), 25-30.
  • Pae, S., Shin, G., Seol, A., Pae, S., Shin, G., & Seol, A. (2017). Developmental characteristics of word decoding and text reading fluency among Korean children with developmental dyslexia. Communication Sciences & Disorders, 22(2), 272-283. https://doi.org/10.12963/csd.17385
  • Perfetti, C. A. (1985). Reading skills. Psychiatry 50,1125-1129.
  • Perfetti, C. A. (1986). Continuities in reading acquisition, reading skill, and reading disability. Remedial and special education, 7(1), 11-21. https://doi.org/10.1177/074193258600700105
  • Perfetti, C. (2007). Reading ability: Lexical quality to comprehension. Scientific studies of reading, 11(4), 357-383. https://doi.org/10.1080/10888430701530730
  • Perfetti, C. A., & Hogaboam, T. (1975). Relationship between single word decoding and reading comprehension skill. Journal of educational psychology, 67(4), 461-469. https://doi.org/10.1037/h0077013
  • Pratt, A. C., & Brady, S. (1988). Relation of phonological awareness to reading disability in children and adults. Journal of Educational Psychology, 80(3), 319-323.
  • Rack, J. P., Snowling, M. J., & Olson, R. K. (1992). The nonword reading deficit in developmental dyslexia: A review. Reading Research Quarterly (27(1), 29-53. https://doi.org/10.2307/747832
  • Ransby, M. J., & Lee Swanson, H. (2003). Reading comprehension skills of young adults with childhood diagnoses of dyslexia. Journal of learning disabilities, 36(6), 538-555. https://doi.org/10.1177/00222194030360060501
  • Rasinski, T. V. (2004). Assessing reading fluency. Pacific Resources for Education and Learning (PREL).
  • Robinson, M. F., Meisinger, E. B., & Joyner, R. E. (2019). The influence of oral versus silent reading on reading comprehension in students with reading disabilities. Learning Disability Quarterly, 42(2), 105-116. https://doi.org/10.1177/0731948718806665
  • Samuels, S. J. (2006). Toward a Model of Reading Fluency. In S. J. Samuels & A. E. Farstrup (Eds.), What research has to say about fluency instruction (pp. 24–46). International Reading Association.
  • Sarıpınar, E. G., & Erden, G. (2010). Okuma güçlüğünde akademik beceri ve duyusal-motor işlevleri değerlendirme testlerinin kullanılabilirliği. Türk Psikoloji Dergisi, 25(65), 56-66.
  • Schiff, R., Katzir, T., & Shoshan, N. (2013). Reading accuracy and speed of vowelized and unvowelized scripts among dyslexic readers of Hebrew: The road not taken. Annals of Dyslexia, 63(2), 171-185. https://doi.org/10.1007/s11881-012-0078-0
  • Schiff, R., Schwartz-Nahshon, S., & Nagar, R. (2011). Effect of phonological and morphological awareness on reading comprehension in Hebrew-speaking adolescents with reading disabilities. Annals of dyslexia, 61(1), 44-63. https://doi.org/10.1007/s11881-010-0046-5
  • Seçkin Yılmaz, Ş., & Yaşaroğlu, H. (2020). Öğrenme Güçlüğü Olan Öğrencilerin Okuma, Sözcük Bilgisi ve Sözel Bellek Performanslarının İncelenmesi. Journal of Faculty of Educational Sciences, 53(2), 751-780. Doi: 10.30964/auebfd.588849
  • Serrano, F., & Defior, S. (2008). Dyslexia speed problems in a transparent orthography. Annals of dyslexia, 58(1), 81-95. https://doi.org/10.1007/s11881-008-0013-6
  • Shaywitz, S. E., & Shaywitz, B. A. (2005). Dyslexia (specific reading disability). Biological psychiatry, 57(11), 1301-1309. https://doi.org/10.1016/j.biopsych.2005.01.043
  • Siegel, M. (2006). Rereading the signs: Multimodal transformations in the field of literacy education. Language arts, 84(1), 65-77.
  • Silverman, R. D., Speece, D. L., Harring, J. R., & Ritchey, K. D. (2013). Fluency has a role in the simple view of reading. Scientific Studies of Reading, 17(2), 108-133. https://doi.org/10.1080/10888438.2011.618153
  • Snowling, M. (1998). Dyslexia as a phonological deficit: Evidence and implications. Child Psychology and Psychiatry Review, 3(1), 4-11. https://doi.org/10.1111/1475-3588.00201
  • Stothard, S. E., Snowling, M. J., & Hulme, C. (1996). Deficits in phonology but not dyslexic? Cognitive Neuropsychology, 13, 641–672. https://doi.org/10.1080/026432996381872
  • Suárez-Coalla, P., & Cuetos, F. (2015). Reading difficulties in Spanish adults with dyslexia. Annals of dyslexia, 65(1), 33-51. https://doi.org/10.1007/s11881-015-0101-3
  • Suárez-Coalla, P., Álvarez-Cañizo, M., Martínez, C., García, N., & Cuetos, F. (2016). Reading prosody in Spanish dyslexics. Annals of dyslexia, 66(3), 275-300. https://doi.org/10.1007/s11881-016-0123-5
  • Swank, L. K., & Catts, H. W. (1994). Phonological awareness and written word decoding. Language, speech, and hearing services in schools, 25(1), 9-14. https://doi.org/10.1044/0161-1461.2501.09
  • Swanson, H. L. (1999). Reading research for students with LD: A meta-analysis of intervention outcomes. Journal of learning disabilities, 32(6), 504-532. https://doi.org/10.1177/002221949903200605
  • Tressoldi, P. E., Vio, C., & Iozzino, R. (2007). Efficacy of an intervention to improve fluency in children with developmental dyslexia in a regular orthography. Journal of learning disabilities, 40(3), 203-209. https://doi.org/10.1177/00222194070400030201
  • Tunmer, W. E. (2008). Recent developments in reading intervention research: Introduction to the special issue. Reading and Writing, 21(4), 299-316. https://doi.org/10.1007/s11145-007-9108-4
  • van Rijthoven, R., Kleemans, T., Segers, E., & Verhoeven, L. (2018). Beyond the phonological deficit: Semantics contributes indirectly to decoding efficiency in children with dyslexia. Dyslexia, 24(4), 309-321. https://doi.org/10.1002/dys.1597
  • Vaughn, S., Gersten, R., & Chard, D. J. (2000). The underlying message in LD intervention research: Findings from research syntheses. Exceptional children, 67(1), 99-114. https://doi.org/10.1177/001440290006700107
  • Verhoeven, L., & Keuning, J. (2018). The nature of developmental dyslexia in a transparent orthography. Scientific Studies of Reading, 22(1), 7-23. https://doi.org/10.1080/10888438.2017.1317780
  • Welbourne, S. R., & Lambon Ralph, M. A. (2007). Using parallel distributed processing models to simulate phonological dyslexia: The key role of plasticity-related recovery. Journal of Cognitive Neuroscience, 19(7), 1125-1139. https://doi.org/10.1162/jocn.2007.19.7.1125
  • Yılmaz, Ş. S., & Baydık, B. (2017). Okuma Performası Düşük Olan ve Olmayan İlkokul Öğrencilerinin Okuma Akıcılıkları. İlköğretim Online, 16(4), 1652-1671. Doi: 10.17051/ilkonline.2017.342983
  • Ziegler, J. C., Perry, C., & Zorzi, M. (2014). Modelling reading development through phonological decoding and self-teaching: Implications for dyslexia. Philosophical Transactions of the Royal Society B: Biological Sciences, 369(1634), Article 20120397. https://doi.org/10.1098/rstb.2012.0397
Toplam 73 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Alan Eğitimleri
Bölüm Araştırma Makaleleri
Yazarlar

Tevhide Kargın 0000-0002-1243-8486

Birkan Güldenoğlu 0000-0002-9629-1505

Reşat Alatlı 0000-0001-7504-5746

Proje Numarası TÜBİTAK 1001 117K976 numaralı proje
Yayımlanma Tarihi 30 Nisan 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 24 Sayı: 1

Kaynak Göster

APA Kargın, T., Güldenoğlu, B., & Alatlı, R. (2023). Okuma Güçlüğü Olan ve Olmayan Okuyucuların Okuma Performanslarının Okumanın Bileşenleri Açısından Gelişimsel Olarak İncelenmesi. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 24(1), 68-105. https://doi.org/10.29299/kefad.1177181

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