Disleksi ve İşleyen Bellek: Disleksi Olan Öğrencilerde Okuduğunu Anlama ve Üst Düzey Dil Becerileri

Disleksi, konuşma seslerini algılamada ve konuşma seslerinin harfler ve kelimelerle ilişkisini öğrenmede yaşanan güçlükler olarak tanımlanmaktadır. Dislektik çocuklar dikkat, hafıza, algı, motor işlem, bilgi işleme hızı, planlama ve problem çözme becerilerinde sorunlar yaşayabilirler. Fonolojik işleme eksikliği disleksinin ana nedenlerinden biri olarak kabul edilse de, bilişsel eksiklikler gibi diğer altta yatan faktörlerin okuma kazanımı üzerindeki etkisinin düzeyi hala belirsizdir. Çok sayıda çalışma, disleksinin okuma becerisi edinmenin kritik bir bileşeni olan zayıf işleyen bellek ile ilişkili olduğunu göstermiştir. Çünkü yeni tanıtılan ve önceden depolanmış bilgilerin geçici olarak işlenmesi, eleştirel düşünme, bilişsel yürütme becerilerinin kullanımı, anlama ve öğrenme görevlerinde yer almaktadır. İşleyen bellek genellikle kısa süreli bellekle eşanlamlı olarak kullanılır, ancak bazı teorisyenler işlevlerinin farklı olduğunu düşünürler. Çünkü işleyen bellek, kısa süreli bellekte geçici olarak depolanan bilgilerin işlenmesini sağlar. Sözel ve görsel-uzaysal bilgilerin korunmasını, bütünleştirilmesini ve işlenmesini sağlayan işleyen bellek, kısa süreli bellekle birlikte çalışarak önemli bilgilerin manipüle edilmesine ve belirlemesine yardımcı olur. Bu çalışmada çalışma belleğinin okuma, okuduğunu anlama ve üst düzey dil becerileri üzerindeki etkileri tartışılmıştır.

Dyslexia and Working Memory: Understanding Reading Comprehension and High Level Language Skills in Students with Dyslexia

Dyslexia is defined as difficulties determining speech sounds and learning the relationships of speech sounds with letters and words. Children with learning disabilities may experience problems in attention, memory, perception, motor processing, information processing speed, planning and problem-solving skills. Although lack of phonological processing is considered one of the leading causes of dyslexia, the level of influence of other underlying factors such as cognitive deficits on reading gain is still unclear. Numerous studies have shown that dyslexia is associated with poor working memory, a critical component of reading skill acquisition because the temporary processing of newly introduced and previously stored information involves critical thinking, use of cognitive executive skills, comprehension, and learning tasks. Working memory is often used synonymously with short-term memory, but some theorists consider their functions distinct in that working memory allows for the manipulation of the information temporarily stored in short-term memory. Working memory, which provides preservation, integration and processing of verbal and visual-spatial information, works together with short-term memory to help the mind manipulate and determine important information while temporary. This study discussed the effects of working memory on reading, reading comprehension, and high-level language skills.

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