Tevhide KARGIN, Birkan GÜLDENOĞLU, Reşat ALATLI

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

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.

Anahtar Kelimeler:

Okuma güçlüğü, Öğrenme güçlüğü, Okumanın bileşenleri

Developmental Examination of Reading Performance of Readers with and without Reading Difficulties in Terms of Reading Components

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.

Keywords:

Reading disability, Learning disability, Components of reading,

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