Percentage And Some Characteristic Of Dyslexia In Primary And Secondary Schools Students

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dc.contributor.authorBalcı, Emine
dc.date.accessioned2026-01-24T12:20:41Z
dc.date.available2026-01-24T12:20:41Z
dc.date.issued2019
dc.departmentAlanya Alaaddin Keykubat Üniversitesi
dc.description.abstractDyslexia is one of the most common subtype of learning difficulties. Although the rates of dyslexia in the world is between 2-10%, the ratio may be up to 20% in some countries. However the studies revealed the dyslexia rate is almost none in Turkey. Therefore, it is thought that this work is important in terms of revealing the existence and characteristics of dyslexia in Turkey. In this study, it was aimed to determine the proportion of dyslexic primary and secondary school students and to evaluate these students according to some characteristic features. For this purpose, all primary and secondary school students in Kalecik district ofAnkara were evaluated. Before starting to study, permission was obtained from the Kalecik District Directorate of National Education and a list of students attending primary and secondary schools was obtained. A total of 12 schools were scanned and 1175 students were reached. The readings of these students were first evaluated by their teachers and then by the researcher. After, the Guidance Research Center was informed about the study and all students were assessed by four experts assigned by the Guidance Research Center. The research was carried out by using the Semi-Structured Student Observation Form was prepared by researcher and the ‘Special Learning Difficulty Determination Form was prepared by the Guidance Research Unit. The study lasted five months. The evaluations were analyzed using percentage and frequency and it investigated in nine sub-titles. The following information was obtained as the result of the evaluation; the proportion of students with dyslexia, the gender information of these students, class levels, hand preference, the presence of other individuals with reading problems in their family, the lack of attention identified by their teachers, the age to start speaking, the areas they are interested in. © 2019,Mİllî Eğİtİm.All rights reserved.
dc.identifier.endpage736
dc.identifier.issn1302-5600
dc.identifier.issue1
dc.identifier.scopus2-s2.0-85105095425
dc.identifier.scopusqualityQ4
dc.identifier.startpage717
dc.identifier.urihttps://hdl.handle.net/20.500.12868/4488
dc.identifier.volume48
dc.indekslendigikaynakScopus
dc.language.isotr
dc.publisherT.C. Milli Egitim Bakanligi
dc.relation.ispartofMilli Egitim
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/closedAccess
dc.snmzKA_Scopus_20260121
dc.subjectDyslexia
dc.subjectdyslexia rate
dc.subjectlearning difficulty
dc.subjectreading difficulty
dc.subjectstudent with dyslexia.
dc.titlePercentage And Some Characteristic Of Dyslexia In Primary And Secondary Schools Students
dc.title.alternativeİlkokul Ve Ortaokulda Dİsleksİ Rİskİ Taşiyan Öğrencİlerİn Orani Ve Bazi Karakterİstİk Özellİklerİ
dc.typeArticle

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