DİSLEKSİLİ ÇOCUKLARDA EV OKURYAZARLIK ORTAMI VE AKTİVİTE RUTİNLERİ

Amaç: Bu çalışmanın amacı, disleksili çocukların aktivite rutinlerinde ev okuryazarlık ortamınınrolünü incelemektir.Gereç ve Yöntem: Hacettepe Üniversitesi Ergoterapi Bölümü Pediatri Ünitesi’ne gelen ve yaşları6-12 (8,2±1,5) arasında değişen 158 çocuğun (55 kız) aileleri sosyal-demografik forma ve aktiviterutinlerini incelemek için yürütücü fonksiyonlar ve aktivite rutin ölçeği anketine cevap verdi. Demografikforma göre yaş ve cinsiyet, bireysel faktörler olarak sorulurken; ebeveynlerin eğitim veistihdam durumu, “ev okuryazarlık çevresi” olarak sorulmuştur.Bulgular: Çoklu doğrusal regresyon analizine göre, bireysel ve çevresel faktörlerin yürütücü fonksiyonlarıyordamadığı bulunmuştur (p> 0,05).Sonuç: Disleksi nöro-gelişimsel bir problem olduğu için ev okuryazarlık ortamının etkisinin olmadığınıdüşünmekteyiz. Gelecekteki çalışmalar, disleksili çocukların savunmasız olduğu bilinen nöronalsistemlere farklı bireysel ve çevresel etkenlerin etkisini netleştirmeyi ve bilhassa bilişsel işlevüzerindeki etkisini açıklığa kavuşturmayı amaçlamalıdır.

Home Literacy Environment and Occupational Routines in Children with Dyslexia

Objectives: The aim of this study is to analyze the occupational routines in children with dyslexia and the role of home environment in the occupational routines of children with dyslexia. Materials and Methods: 158 children (55 girls),aged between 6-12 years (8.2±1.5) from Hacettepe University Department of Occupational Therapy pediatric unit answered to a social-demographic form and executive function and occupational routines scale. According to the form, age and gender were asked as an individual factors while parent’s education and employment asked as an home literacy environment factors. Results: According to multiple linear regressions, neither individual nor environmental factors we predictor for executive functions (p>0.05). Conclusion: Since dyslexia is a neurodevelopmental problem, it may not influences by home literacy environment. Future study should aim to further clarify the effect of different individual and environmental factors on neuronal systems known to be defenseless for children with dyslexia and, in particular, to clarify its effect on executive and cognitive function.

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