Disleksili Çocuklarda Ince Motor Becerileri, Yaşam Kalitesi ve Ebeveyn Stresinin Incelenmesi: Kesitsel Bir Çalışma

Öz

Bu çalışma, disleksili çocuklarda ince motor becerilerin, çocukların yaşam kaliteleri ve ebeveyn stres düzeyleri ile olan ilişkisini incelemek amacıyla planlanmıştır. Çalışmaya 8-12 yaşları arasında disleksili ve tipik gelişim gösteren toplam 84 çocuk (47 erkek, 37 kız) katılmıştır. Katılımcılara ait demografik bilgilere ulaşmak amacıyla “Demografik Bilgi Formu” hazırlanmıştır. Çocukların ince motor becerileri “Grooved Pegboard Testi”, ve yaşam kaliteleri “Çocuklar için Yaşam Kalitesi Ölçeği” ile değerlendirilmiştir. Ebeveynlerin stres düzeyleri ise “Anne Baba Stres Ölçeği” ile değerlendirilmiştir. Yapılan analizler sonucunda disleksili çocukların ebeveyn stres düzeylerinin daha yüksek, okul işlevsellik yaşam kalitesi skorlarının daha düşük, sağ ve sol el beceri sürelerinin ise daha uzun olduğu görülmüştür. Disleksili çocuklarda sosyal işlevsellik ve yaşam kalitesi puanı arttıkça, motor beceri testinin bitirme süresinin kısaldığı, motor beceri performansının arttığı gözlemlenmiştir.

Anahtar Kelimeler

• Disleksi
• yaşam kalitesi
• çocuk
• nörogelişimsel bozukluklar

Fine Motor Skills, Quality of Life, and Parental Stress in Children with Dyslexia: A Cross-Sectional Study

Öz

This study was designed to examine the relationship between fine motor skills in children with dyslexia and their quality of life and parental stress levels. A total of 84 children (47 boys, 37 girls) aged 8-12 years with dyslexia and typically developing children participated in the study. A “Demographic Information Form” was prepared to obtain demographic information about the participants. The children's fine motor skills were assessed using the “Grooved Pegboard Test,” and their quality of life was assessed using the “Pediatric Quality of Life Inventory.” Parents' stress levels were assessed using the “Parenting Stress Index.” The analyses revealed that parents of children with dyslexia had higher stress levels, lower school functioning quality of life scores, and longer right and left hand skill times. It was observed that as the social functioning and quality of life scores of children with dyslexia increased, the completion time of the motor skill test decreased and motor skill performance increased.

Anahtar Kelimeler

• Dyslexia
• quality of life
• child
• neurodevelopmental disorders

Kaynakça

1. Alizadeh, H., & Amraie, K. (2022). Investigating Motor Profile of Students with specific learning disorder and Students with learning problem. Journal of Pediatric Nursing, 8(4), 50-61.
2. Alp, B., & Top, E. (2020). Investigation of the Relation between the Level of Motor Skills and the Quality of Life in Turkish Children. JTRM in Kinesiology.
3. Barbosa, T., Rodrigues, C. C., de Mello, C. B., e Silva, M. C. d. S., & Bueno, O. F. A. (2019). Executive functions in children with dyslexia. Arquivos de Neuro-psiquiatria, 77(04), 254-259.
4. Barghandan, R., Dadgar, H., & MAROUFIZADEH, S. (2023). The Role Of Fine Motor Abilities In Reading Components: A Cross-Sectional Study In Children With And Without Dyslexia. Iranian Journal of Child Neurology, 17(4), 23.
5. Bozkurt, S. (2023). Assessment of manual dexterity using the grooved pegboard test in secondary school students aged 11–12 years. Pedagogy of Physical Culture and Sports, 27(5), 396-401.
6. Capellini, S. A., Coppede, A. C., & Valle, T. R. (2010). Fine motor function of school-aged children with dyslexia, learning disability and learning difficulties. Prò-Fono Revista de Atualizacao Cientìfica, 22, 201-208.
7. Chaix, Y., Albaret, J.-M., Brassard, C., Cheuret, E., De Castelnau, P., Benesteau, J., Karsenty, C., & Démonet, J.-F. (2007). Motor impairment in dyslexia: the influence of attention disorders. European journal of paediatric neurology, 11(6), 368-374.
8. Çetin, S. Y., Kitiş, A., & Kösem, F. Ş. (2018). Motor performance, functional status and quality of life in children with dyslexia. The European Research Journal, 4(4), 314-319.

9. Decarli, G., Franchin, L., & Vitali, F. (2024). Motor skills and capacities in developmental dyslexia: A systematic review and meta-analysis. Acta Psychologica, 246, 104269.
10. Feng, W., Chotipanvithayakul, R., & Liu, H. (2024). Prevalence of dyslexia related to mental health problems and character strengths among primary school students in northwest China. Australian Journal of Psychology, 76(1), 2399114.
11. Giovagnoli, G., Vicari, S., Tomassetti, S., & Menghini, D. (2016). The role of visual-spatial abilities in dyslexia: Age differences in children’s reading? Frontiers in psychology, 7, 1997.
12. Guajardo, N. R., Snyder, G., & Petersen, R. (2009). Relationships among parenting practices, parental stress, child behaviour, and children's social‐cognitive development. Infant and Child Development: An International Journal of Research and Practice, 18(1), 37-60.
13. Habib, M. (2021). The neurological basis of developmental dyslexia and related disorders: A reappraisal of the temporal hypothesis, twenty years on. Brain sciences, 11(6), 708.
14. Hastings, R. P. (2002). Parental stress and behaviour problems of children with developmental disability. Journal of intellectual and developmental disability, 27(3), 149-160.
15. Huang, Y., He, M., Li, A., Lin, Y., Zhang, X., & Wu, K. (2020). Personality, behavior characteristics, and life quality impact of children with dyslexia. International Journal of Environmental Research and Public Health, 17(4), 1415.
16. Ibrahim, S., Harun, D., Baharudin, S., & Hui, E. J. T. (2019). Motor performance and functional mobility in children with specific learning disabilities. Med J Malaysia, 74(1), 35. Instrument, L. (1999). Purdue Pegboard quick reference guide. Revise edition.
17. Kirkegaard, N. G. (2022). Quality of Life in Young Adults With Dyslexia Walden University].
18. Laschok, Z. M., & Lim, Y. (2021). Dyslexia And Self-Development; A Product For Primary School Classrooms To Encourage Social Interaction With The Intent Of Improving Self-Esteem. Proceedings of the Design Society, 1, 1323-1332.
19. López-Zamora, M., Porcar-Gozalbo, N., López-Chicheri, I., & Cano-Villagrasa, A. (2025). Parental stress, quality of life, and behavioral alterations in children with dyslexia. Research in Developmental Disabilities, 161, 105002.
20. Mashal, N., & Gankin-Shwartz, R. (2024). Dyslexia: theories and brain-based interventions. In The Palgrave Encyclopedia of Disability (pp. 1-9). Springer.
21. McPhillips, M., McNally, H., Taylor, B., & Doumas, M. (2025). Pervasive Motor and Balance Difficulties in University Students With Dyslexia. Dyslexia, 31(2), e70006.
22. Memık, N. Ç., Ağaoğlu, B., Coşkun, A., Ünerı, Ö. Ş., & Karakaya, I. (2007). Çocuklar için yaşam kalitesi ölçeğinin 13-18 yaş ergen formunun geçerlik ve güvenilirliği. Turkish Journal of Psychiatry, 18(4).
23. Mnif, M., Chikh, S., & Jarraya, M. (2022). Effect of social context on cognitive and motor behavior: A systematic review. Journal of Motor Behavior, 54(5), 631-647.
24. Mousavi, S. T., Jamali, G., & Raji, P. (2025). The relationship between executive function and activities of daily living in children with specific learning disorders. Applied Neuropsychology: Child, 14(1), 100-106.
25. Nevill, T., & Forsey, M. (2023). The social impact of schooling on students with dyslexia: A systematic review of the qualitative research on the primary and secondary education of dyslexic students. Educational Research Review, 38, 100507.
26. Okuda, P. M. M., Ramos, F. G., Santos, L. C. A. d., Padula, N. A. d. M. R., Kirby, A., & Capellini, S. A. (2014). Motor profile of students with dyslexia.
27. Özmen, S. K., & Özmen, A. (2012). Anne baba stres ölçeğinin geliştirilmesi. Milli Eğitim Dergisi, 42(196), 20-35.
28. Raz-Silbiger, S., Lifshitz, N., Katz, N., Steinhart, S., Cermak, S., & Weintraub, N. (2015). Relationship between motor skills, participation in leisure activities and quality of life of children with Developmental Coordination Disorder: Temporal aspects. Research in Developmental Disabilities, 38, 171-180.
29. Ruff, R. M., & Parker, S. B. (1993). Gender-and age-specific changes in motor speed and eye-hand coordination in adults: normative values for the Finger Tapping and Grooved Pegboard Tests. Perceptual and motor skills, 76(3_suppl), 1219-1230.
30. Sacaklidir, R., Karadag Saygi, E., Gencer Atalay, K., Eren, N., & Erdogdu Yıldırım, A. B. (2025). The Effect of Balance Coordination Program on Postural Stability in Children with Dyslexia: An Observational Clinical Study. Restorative Neurology and Neuroscience, 43(3-4), 80-88.
31. Scheibner, C., Scheibner, M., Hornemann, F., Arélin, M., Hennig, Y. D., Kiep, H., Wurst, U., Merkenschlager, A., & Gburek‐Augustat, J. (2024). Parenting stress in families of children with disabilities: Impact of type of disability and assessment of attending paediatricians. Child: care, health and development, 50(1), e13193.
32. Stein, J. (2018). What is developmental dyslexia? Brain sciences, 8(2), 26.
33. Tolle, K. A., Rahman-Filipiak, A. M., Hale, A. C., Kitchen Andren, K. A., & Spencer, R. J. (2020). Grooved Pegboard Test as a measure of executive functioning. Applied Neuropsychology: Adult, 27(5), 414-420.
34. Valicenti-McDermott, M., Lawson, K., Hottinger, K., Seijo, R., Schechtman, M., Shulman, L., & Shinnar, S. (2015). Parental stress in families of children with autism and other developmental disabilities. Journal of child neurology, 30(13), 1728-1735.
35. Varni, J. W., Seid, M., & Rode, C. A. (1999). The PedsQL™: measurement model for the pediatric quality of life inventory. Medical care, 37(2), 126-139.
36. Vecchio, G., Torsiello, E., Calabrese, M., Padulo, J., Maffulli, N., & Oliva, F. (2022). Motor Behavior Disorders in Children with Developmental Dyslexia: a Comprehensive Narrative Review of the Literature. MLTJ MUSCLES, LIGAMENTS AND TENDONS JOURNAL, 12(3), 261-266.
37. Viholainen, H., Ahonen, T., Lyytinen, P., Cantell, M., Tolvanen, A., & Lyytinen, H. (2006). Early motor development and later language and reading skills in children at risk of familial dyslexia. Developmental Medicine and Child Neurology, 48(5), 367-373.
38. Wang, L., & Wang, L. (2024). Relationships between motor skills and academic achievement in school-aged children and adolescents: A systematic review. Children, 11(3), 336.
39. Wilmot, A., Pizzey, H., Leitão, S., Hasking, P., & Boyes, M. (2023). Growing up with dyslexia: Child and parent perspectives on school struggles, self‐esteem, and mental health. Dyslexia, 29(1), 40-54.
40. Yücekaya, B. (2013). Diş hekimliği öğrencilerinde psikomotor becerilerinin değerlendirilmesi SDÜ Sağlık Bilimler Enstitüsü].
41. Zhou, Q. (2022). How does dyslexia influence academic achievement? 2022 2nd International Conference on Modern Educational Technology and Social Sciences (ICMETSS 2022)
42. Zou, L., Zhu, K., Jiang, Q., Xiao, P., Wu, X., Zhu, B., & Song, R. (2022). Quality of life in Chinese children with developmental dyslexia: a cross-sectional study. BMJ open, 12(1), e052278.