Şaziye Seçkin YILMAZ, Kıymet Rümeysa SARI

Disleksili Olan ve Olmayan Öğrencilerin Sözel Dil Becerilerinin İncelenmesi

Disleksideki okuma sorunları fonolojik işlemleme becerilerindeki güçlüklerden kaynaklanmaktadır. Fonolojik işlemleme becerilerindeki güçlüklere sözel dil güçlükleri de eşlik ettiğinde okuma sorunları daha da artmaktadır. Bu çalışmada disleksili öğrencilerin sözel dil becerilerinin tipik gelişim gösteren (TGG) akranları ile karşılaştırılması amaçlanmaktadır. Çalışmanın katılımcılarını ilkokul üçüncü sınıfa devam eden okumada disleksi tanılı 30 ve TGG 30 olmak üzere 60 öğrenci oluşturmaktadır. Verilerin toplanması amacı ile Türkçe Okul Çağı Dil Gelişimi Testi kullanılmıştır. Test öğrencilere birebir uygulanmış, verilerin analizinde SPSS 24 paket programı kullanılmıştır. Grupların testin alt testlerinden elde ettikleri puanlar normal dağılım göstermediği için grupların karşılaştırılmasında Mann Whitney U testi kullanılmıştır. Gruplar arası farklılaşmalara ilişkin etki büyüklükleri de hesaplanmıştır. Ayrıca çalışmaya katılan öğrencilerin testten aldıkları puanlar testin normları ile de karşılaştırılmıştır. Sonuçlar disleksili öğrencilerin TGG akranlarına göre daha düşük sözel dil performansı gösterdiklerini, gruplar arası farklılaşmaya ilişkin etki büyüklüklerinin orta düzeyde olduğunu göstermiştir. Katılımcıların puanları test normu ile karşılaştırıldığında disleksili öğrencilerin önemli bir kısmının zayıf ve çok zayıf sözel dil performansına sahip olduğu görülmüştür. TGG öğrencilerden ise zayıf ve çok zayıf sözel dil performansı gösteren olmamıştır. Çalışmanın bulguları ilgili alanyazın doğrultusunda tartışılmış, sonraki araştırmalara ve uygulamaya yönelik öneriler sunulmuştur.

Anahtar Kelimeler:

disleksi, sözcük bilgisi, biçimbirim bilgisi, sözdizimi, dilbilgisi, sözel dil

Examination of Oral Language Skills of Students with and without Dyslexia

Reading problems in dyslexia arise from difficulties in phonological processing skills. Reading difficulties increase even more when oral language difficulties accompany phonological processing skills. This study aims to compare the oral language skills of the students with dyslexia with those of their peers with typical development. The participants of the study consist of a total of 60 primary school third-grade students, 30 of whom were diagnosed with dyslexia and the remaining 30 of whom with typical development. To collect the data, Test of Language Development was used. The data were analysed through the SPSS 24 package program. Since the scores that the groups obtained from the subtests of the test do not show a normal distribution, the Mann Whitney U test was used to compare the groups. In addition, the effect sizes for the differentiation between the groups were calculated. Also, the scores of the students who participated in the study were compared with the norms of the test. The results showed that the students with dyslexia had lower oral language performance than their peers with typical development and the effect sizes for differentiation between the groups were moderate. When the participants’ scores were compared with the test norm, it was observed that a significant number of the students with dyslexia had poor and very poor oral language performance. On the other hand, none of the students with typical development showed poor or very poor oral language performance. The findings of the study were discussed in light of the related literature and suggestions for further research and practice were presented.

Keywords:

dyslexia, vocabulary, morphology, syntax, morpho-syntax, oral language,

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