Özgül Okuma Bozukluğu: Tanımı, Belirtiler ve Eğitsel Öneriler

Year 2018, Volume: 35 Issue: 2, 67 - 83, 08.04.2019

Nalan Babür

Abstract

Özgül öğrenme bozukluklarının bir alt tipi olarak sınıflandırılan disleksi en yaygın görülen öğrenme
güçlüğüdür. Disleksi, kelimelerin akıcı ve doğru bir şekilde tanınması ve okunmasında yaşanan güçlük ve
yetersizlik olarak tanımlanır. Disleksinin tanımı, farklı disiplinlerin ya da kurumların bakış açılarına,
uzmanlıklarına ya da hedeflerine bağlı olarak sürekli değişiklik göstermiştir. Bu makalede, farklı disleksi
tanımları ve disleksinin nedenleri tartışılmıştır. Ayrıca, dislektik çocuklarda yaşla birlikte değişen belirtilerin
bir kısmı, sınıf düzeylerine göre özetlenmiştir. Son bölümde, sınıf öğretmenleri için sınıf yönetimi hakkında
ve eğitsel teknikler üzerine kısa, pratik bilgiler sunulmuştur.

Keywords

sınıf öğretmenleri, eğitsel yöntemler, disleksi

References

• Al Dahhan, N. Z., Kirby, J. R. ve Munoz, D. P. (2016). Understanding reading and reading difficulties through naming speed task: Bridging the gaps among neuroscience, cognition, and education. AERA Open, 2(4), 1-15. American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (DSM–5) (5th ed.). Washington, DC: American Psychiatric Association. American Psychiatric Association (1994). Diagnostic and statistical manual of mental disorders (DSM–4) (4th ed.). Washington, DC: American Psychiatric Association. American Psychiatric Association (1980). Diagnostic and statistical manual of mental disorders (DSM–3) (3rd ed.). Washington, DC: American Psychiatric Association. Bakır, F. H. ve Babür, N. (2018). Otomatik İsimlendirme Hızı Testi’nin Türkçe’ye uyarlama, geçerlik ve güvenirlik ön çalışması, Boğaziçi Üniversitesi Eğitim Dergisi, 35(2), 35-50. Babayiğit, S. ve Stainthorp, R. (2010). Component processes of early reading, spelling, and narrative skills in Turkish: A longitudinal study. Reading and Writing: An Interdisciplinary Journal, 23, 539-568. Bowers, P.G., Golden, J., Kennedy, A., ve Young, A. (1994). Limits upon orthographic knowledge due to processes indexed by naming speed. V. W. Berninger (Ed.). The varieties of orthographic knowledge I: Theoretical and developmental issues (s. 173-218). Dordrecht, The Netherlands: Kluwer. Bowers, P. G. ve Ishaik, G. (2003). RAN's contribution to understanding reading disabilities. H. L. Swanson, K. R. Harris, & S. Graham (Ed.), Handbook of learning disabilities (s. 140-157). New York, NY, US: The Guilford Press. Breznitz, Z. (2008). The origin of dyslexia: The asynchrony phenomenon. G. Reid, A. Fawcett, F. Manis ve L. Siegel (Ed.), The Sage handbook of dyslexia (s. 11-29). Los Angeles: Sage Pub. Cutting, L. E. ve Denckla, M. B. (2000). The relationship of rapid automatized naming and word reading in normally developing readers. Reading and Writing: An Interdisciplinary Journal, 14, 673-705. Deacon, S. H. ve Kirby, J. R. (2004). Morphological awareness: Just ‘‘more phonological’’? The roles of morphological and phonological awareness in reading development. Applied Psycholinguistics, 25, 223–238. Durgunoğlu, A. ve Öney, B. (1999). A cross-linguistic comparison of phonological awareness and word recognition. Reading and Writing: An interdisciplinary journal, 11, 281-299. Erdoğan, Ö. (2011). İlk okuma-yazma süreci için önemli beceri: Fonolojik farkındalık. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 24(1), 161-180. Hulme, C. ve Snowling, M. J. (2009). Reading disorders I: Developmental dyslexia. Developmental disorders of language learning and cognition. (s.37-89). West Sussex: UK, Wiley-Blackwell Publishing. International Dyslexia Association (IDA) (2017). Dyslexia in the classroom: What every teacher needs to know. 1.03.2019 tarihinde https://dyslexiaida.org/wp-content/uploads/2015/01/DITC-Handbook.pdf adresinden erişilmiştir. International Dyslexia Association (IDA) (2002). Defınition of dyslexia. 1.03.2019 tarihinde https://dyslexiaida.org/definition-of-dyslexia/ adresinden erişilmiştir. Kirby, J. R., Deacon, H., Bowers, P.N., İzenberg, L.,Wade-Woolley, L. ve Parrilla, R. (2011). Children’s morphological awareness and reading ability. Reading and Writing, Mody, M. (2003). Phonological basis in reading disability: A review and analysis of te evidence. Reading and Writing: An Interdisciplinary Journal, 16 (1/2), 21-39. Nagy, W., Berninger, V. W. ve Abbott, R. D. (2006). Contributions of morphology beyond phonology to literacy outcomes of upper elementary and middle-school students. Journal of Educational Psychology, 98, 134–147. Öney, B. & Durgunoğlu, A. (1997). Beginning to read in Turkish: A phonologically transparent orthography, Applied Psycholinguistics 18: 1–15. Papadopoulos, T. C., Spanoudis, G. C. ve Georgiou, G. K. (2016). How is RAN related to reading fluency? A comprehensive examination of the prominent theoretical accounts. Frontiers in Psychology, 7, 1-15. Parrilla, R. K. ve Protopapas, A. (2017). Dyslexia and word reading problems. Theories of reading development, Studies in written language and literacy, Kate Cain, Donald L. Compton ve Rauna K. Parrilla, Editörler. Vol. 15, s. 333- 358. John Benjamin Publication. Petretto, D. R. ve Masala, C. (2017). Dyslexia and specific learning disorders: New international diagnostic criteria. Journal of Childhood & Developmental Disorders, 3 (4), 1-5. Ramus, F. (2003). Developmental dyslexia: Specific phonological deficit or general sensorimotor dysfunction? Current Opinion in Neurobiology, 13, 212-218. Reid, G. (2011). Dyslexia: A complete guide for parents and those who help them. (2.baski). Wiley-Blackwell. Seidenberg, M. (2018). Language at the speed of sight: How we read, why so many can’t and what can be done about it. New York: Basic Books. Siegel, L. (1998). Phonological processing deficits and reading disabilities. J. L. Metsala ve L.C. Ehri (Ed.), Word recognition in beginning literacy (s. 141-160). Mahwah, NJ, US: Lawrence Erlbaum Associates Publishers. Snowling, M. J. (2000). Dyslexia (2. baskı). Oxford, UK: Blackwell. Snowling, M. J. (2013). Early identification and interventions for dyslexia: A contemporary view. Journal of Research in Special Educational Needs, 13, 7-14. Tannock, R. (2013). Rethinking ADHD and LD in DSM-5: Proposed changes in diagnostic criteria. Journal of Learning Disabilities, 46(1), 5-25. Thomson, M. E. ve Watkins, E. J. (2003). Dyslexia: A teaching handbook (2. baskı). London: Whurr Publishers. Understood for learning and attention issues. Dyslexia: What you’re seeing in your preschooler. 1.03.2019 tarihinde https://www.understood.org/en/learning-attention-issues/child-learning-disabilities/dyslexia/dyslexia-what-youre-seeing-in-your-preschooler adresinden erişilmiştir. Wolf, M. ve Denckla, M. B. (2005). RAN/RAS Rapid automatized naming and rapid alternating stimulus tests. Austin: TX, Pro-Ed Publication. World Health Organization (WHO) (2016). International classification of diseases and related health problems, (10. Revizyon). Geneva: World Health Organization. Ziegler, J. C. ve Goswami, U. (2005). Reading acquisition, developmental dyslexia, and skilled reading across languages: A psycholinguistic grain size theory. Pyschological Bulletin, 131(1), 3-29.