Öğrenme Güçlüğü Olan Öğrencilerin Okuma, Sözcük Bilgisi ve Sözel Bellek Performanslarının İncelenmesi

Bu araştırmanın amacı öğrenme güçlüğü olan ve olmayan ilkokul üçüncü sınıf öğrencilerinin okuduğunu anlama, sözcük bilgisi ve sözel çalışma belleği performanslarının (edimlerinin) karşılaştırılmalı olarak incelenmesidir. Bu amaçla çalışmada karşılaştırmalı betimsel araştırma modeli kullanılmıştır. Araştırmanın katılımcılarını ilkokul üçüncü sınıfa devam eden ve öğrenme güçlüğü tanısı olan 22 ve tipik gelişim gösteren 22 olmak üzere toplam 44 öğrenci oluşturmaktadır. Okumaya ilişkin verilerin toplanması için sınıf düzeyine uygun bir öyküleyici metin ve okuduğunu anlama soruları, Türkçe Okul Çağı Dil Gelişimi Testi’nin sözcük bilgisi alt testleri ile Çalışma Belleği Ölçeği’nin sözel kısa süreli bellek ve sözel çalışma belleği alt testleri kullanılmıştır. Gruplar arası farklılaşmalara ilişkin etki büyüklükleri hesaplanmış ve her iki grup için de değişkenler arası ilişkiler incelenmiştir. Sonuçlar öğrenme güçlüğü olan öğrencilerin okuduğunu anlama, okuma hızı, sözcük bilgisi ve sözel çalışma belleği değerlendirmelerinde tipik gelişim gösteren akranlarından anlamlı bir şekilde başarısız olduğunu göstermiştir. Her iki grupta da değişkenler arasında anlamlı ilişkiler bulunmuştur. Çalışmanın bulguları alanyazındaki bilgiler ışığında tartışılmıştır.

Investigating of Reading, Vocabulary Knowledge and Verbal Memory Performances of Students with Learning Disabilities

This study aims to examine the reading comprehension, vocabulary knowledge and working memory performances of primary school third-grade students having learning difficulties and of their peers who don’t have any learning difficulty. For this purpose, the comparative descriptive research design was used in the study. The participants of the study consist of a total of 44 primary school third-grade students, 22 of whom were diagnosed with learning difficulties and the remaining 22 of whom have normal reading achievements with typical development. To collect the data related to reading, a grade-appropriate narrative text and reading comprehension questions, the vocabulary knowledge subtests of the Turkish School Age Language Development Test, and the verbal memory subtests of the Working Memory Scale were used. The effect sizes for the differentiation between the groups were calculated and the relationships among the variables were examined for both of the groups. The results showed that the students with learning difficulties significantly failed in reading comprehension, reading speed, vocabulary knowledge, and verbal working memory assessments, comparing to their typically developing peers. Significant relationships were found among the variables at both of the groups. The study’s findings were discussed in light of the information on the literature.

Keywords:

Learning disability, reading comprehension, reading fluency, vocabulary knowledge working memory, verbal memory,

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