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Öğrenme Güçlüğü Olan Öğrencilerin Dinlediğini ve Okuduğunu Anlama Becerilerinin İncelenmesi

Yıl 2024, Cilt: 12 Sayı: 1, 25 - 38, 29.01.2024

Mustafa Ceylan

https://doi.org/10.16916/aded.1327101

Öz

Dinleme becerisi daha anne karnındayken kazanılan bir beceri olmasına rağmen üzerinde en az çalışılan becerilerden biridir. Başta akademik beceriler olmak üzere dinleme becerisi pek çok becerinin edinilmesinde ilk kullanılan beceridir. Bu kadar önemli olan bir beceri normal gelişim gösteren öğrencilerde kendiliğinden gelişmektedir. Ancak öğrenme güçlüğü olan öğrenciler gibi bazıları bu beceriyi gerekli desteği almadan edinememektedirler. Bu çalışmanın amacı akademik becerilerin ediniminde kullanılan dinlediğini anlama ve okuduğunu anlama becerilerinin öğrenme güçlüğü olan öğrenciler açısından karşılaştırılmasıdır. Bu amaçla beşinci sınıfa devam eden, öğrenme güçlüğü olan 21 öğrenci ile tipik gelişim gösteren 21 öğrencinin dinlediğini anlama ve okuduğunu anlama puanları karşılaştırılmıştır. Analizler soru türlerinden ve tüm sorulardan alınan puanlar üzerinden yürütülmüştür. Karşılaştırmalı betimsel desenin kullanıldığı bu çalışmanın analizlerinde Mann Whitney U Testi kullanılmıştır. Araştırma sonuçlarına göre; öğrenme güçlüğü olan öğrencilerin kapalı, çıkarım soru türlerinde ve toplam dinlediğini anlama puanlarında tipik gelişim gösteren akranlarından daha düşük performans sergiledikleri görülmektedir. Ayrıca öğrenme güçlüğü olan öğrencilerin okuduğunu anlama becerilerinde de çıkarım soruları dışındaki soru türlerinde ve toplam puanlarında tipik gelişim gösteren akranlarına göre daha düşük performans sergiledikleri görülmektedir. Elde edilen bulgulara neden olabilecek değişkenler ve diğer çalışmaların sonuçları alanyazın çerçevesinde tartışılarak önerilere yer verilmiştir.

Anahtar Kelimeler

Öğrenme güçlüğü dinlediğini anlama okuduğunu anlama ortaokul öğrencileri

Kaynakça

  • Adelson, J. L., Dickinson, E. R., & Cunningham, B. C. (2016). A multigrade, multiyear statewide examination of reading achievement: Examining variability between districts, schools, and students. Educational Researcher, 45(4), 258-262. Doi:10.3102/0013189X16649960
  • Allor, H. J., & Chard, J. D. (2011). A comprehensive approach to improving reading fluency for students with disabilities. Focus on Exceptional Children, 43(5), 1-12. Doi:10.17161/foec.v43i5.6909
  • Alves, M. L., Reis, C., & Pinheiro, A. (2014). Prosody and reading in dyslexic children. Dyslexia, 21(1), 35-49. Doi:10.1002/dys.1485
  • Amendum, J. S., Conradi, K., & Liebfreund, D. M. (2015). The push for more challenging texts: An analysis of early readers’ rate, accuracy and comprehension. Reading Psychology, 37(4), 570-600. Doi:10.1080/02702711.2015.1072609
  • American Psychiatric Association (APA) (2013). DSM-V diagnostic and statistical manual of mental disorders. (5th Edition). Washington, DC: American Psychiatric Association.
  • Ateşman, E. (1997). Measurement of readability in Turkish. Language Journal, 58, 71-74.
  • Becker, A. (2016). L2 students' performance on listening comprehension items targeting local and global information. Journal of English for Academic Purposes, 24, 1-13. Doi:10.1016/j.jeap.2016.07.004
  • Browder, D. M., Hudson, M. E., & Wood, A. L. (2013). Teaching students with moderate intellectual disability who are emergent readers to comprehend passages of text. Exceptionality, 21(4), 191-206.
  • Brunow, D. A., & Cullen, T. A. (2021). Effect of text-to-speech and human reader on listening comprehension for students with learning disabilities. Computers in the Schools, 38(3), 214-231. Doi:10.1080/07380569.2021.1953362
  • Buck, G. (2007). Assessing listening. Cambridge: Cambridge University Press.
  • Catts, H., Fey, M., Zhang, X., & Tomblin, J. B. (2001). Estimating the risk of future reading difficulties in kindergarten children: A researchbased model and its clinical implementation. Language, Speech, and Hearing Services in Schools, 32, 38-50. Doi:10.1044/0161-1461(2001/004)
  • Conners, F. A. (2003). Reading skills and cognitive abilities of individuals with mental retardation. International Review of Research in Mental Retardation, 27(1), 191-229. Doi:10.1016/S0074-7750(03)27006-3
  • Creswell, J. W. (2016). Araştırma deseni: Nitel, nicel ve karma yöntem yaklaşımları. (Çev. Ed. S. B. Demir). Ankara: Eğiten Kitap.
  • Diakidoy I-AN, Stylianou P, Karefillidou C., & Papageorgiou P. (2005). The relationship between listening and reading comprehension of different types of text at increasing grade levels. Reading Psychology. 26(1), 55-80. Doi:10.1080/02702710590910584
  • Elbro, C., & Buch-Iversen, I. (2013). Activation of background knowledge for inference making: Effects of reading comprehension. Scientific Studies of Reading, 17(6), 435-452. Doi:10.1080/10888438.2013.774005
  • Gajria, M., Jitendra, A. K., Sood, S., & Sacks, G. (2007). Improving comprehension of expository text in students with LD: A research synthesis. Journal of Learning Disabilities, 40(3), 210-225. Doi:10.1177/00222194070400030301
  • Garcia, R. J., & Cain, K. (2014). Decoding and reading comprehension: A meta-analysis to identify which reader and assessment characteristics influence the strength of the relationship in English. Review of Educational Research, 84(1), 74-111. Doi:10.3102/0034654313499616
  • Hallahan, D. P., Lloyd, J. W., Kauffman, J. M., Weiss, M. P., & Martinez, E. A. (2005). Learning disabilities: Foundations, characteristics, and effective teaching. Boston: Person Education.
  • Hernandez, D. J. (2011). Double jeopardy: How third-grade reading skills and poverty influence high school graduation. Baltimore, MD: Annie E. Casey Foundation.
  • Hussar, B., Zhang, J., Hein, S., Wang, K., Roberts, A., Cui, J., ... & Dilig, R. (2020). The condition of education 2020 (NCES 2020-144). U.S. Department of Education. Washington. https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2020144.
  • Imhof, M. (2008). What have you listened to in school today?. The International Journal of Listening, 22(1), 1-12. doi:10.1080/10904010701802121
  • Jenkins, J. R., Fuchs, L. S., Broek, P., Espin, C., & Deno, S. L. (2003). Accuracy and fluency in list and context reading of skilled and RD groups: Absolute and relative performance levels. Learning Disabilities Research and Practice, 18(4), 237-245. Doi: 10.1111/1540-5826.00078
  • Jitendra, A. K., & Gajria, M. (2011). Reading comprehension instruction for students with learning disabilities. Focus on Exceptional Children, 43(8), 1-16. Doi:10.17161/fec.v43i8.6690
  • Karasu, P., Girgin, Ü., & Uzuner, Y. (2013). Formel olmayan okuma envanteri. Ankara: Nobel Akademi.
  • Judge, S., & Bell, S. M. (2011). Reading achievement trajectories for students with learning disabilities during the elementary school years. Reading & Writing Quarterly: Overcoming Learning Difficulties, 27(1-2), 153-178. Doi:10.1080/10573569.2011.532722
  • Kendeou, P., Lynch, J., Van den Broek, P., Espin, C., White, M. J., & Kremer, K. (2005). Developing successful readers: Building early comprehension skills through television viewing and listening. Early Childhood Education Journal, 33(2), 91-98. Doi:10.1007/s10643-005-0030-6
  • Klauda, S. L., & Guthrie, J. T. (2008). Relationships of three components of reading fluency to reading comprehension. Journal of Educational Psychology, 100(2), 310-321. Doi:10.1037/0022-0663.100.2.310
  • Kuhn, M. (2004). Helping students become accurate, expressive readers: Fluency instruction for small groups. International Reading Association, 58(4), 338-344. Doi:10.1598/rt.58.4.3
  • Kring, A. M., Johnson, S. L., Davison, G., & Neale, J. (2015). Anormal psikolojisi. M. Şahin (çev.). Ankara: Nobel Akademi.
  • Lin, Y. C., Morgan, P. L., Hillemeier, M., Cook, M., Maczuga, S., & Farkas, G. (2013). Reading, mathematics, and behavioral difficulties interrelate: Evidence from a cross-lagged panel design and population-based sample of US upper elementary students. Behavioral Disorders, 38(4), 212-227. Doi:10.1177/0198742913038004
  • Lonigan C. J., Schatschneider C., & Westberg L. (2008). Developing early literacy: Report of the Na-tional Early Literacy Panel. In Identification of children’s skills and abilities linked to later outcomes in reading, writing, and spelling. Washington, DC: National Institute for Literacy
  • Mastropieri, M. A., & Scruggs, T. E. (2004). The inclusive classroom strategies for effective instruction. Ohio: Merril Prenticwe Hall.
  • Nation, K. (2005). Children’s reading comprehension difficulties. In M. J. Snowling ve C. Hulme, (Eds.), The science of reading: A handbook (pp. 248-266). Oxford: Blackwell Publishing
  • National Center for Learning Disabilities (2008). Parent center: Dylexia. www.ncld.org/content /view/454/456173/
  • O’Connor, R. E. (2017). Reading fluency and students with reading disabilities: How fast is fast enough to promote reading comprehension? Journal of Learning Disabilities, 51(2), 124-136. Doi:10.1177/0022219417691835
  • O’Connor, C., & Joffe, H. (2020). Intercoder reliability in qualitative research: Debates and practical guidelines. International Journal of Qualitative Methods, 19, 1-13. Doi:10.1177/1609406919899220
  • Quinn, J. M., Wagner, R. K., Petscher, Y., Roberts, G., Menzel, A. J., & Schatschneider, C. (2020). Differential codevelopment of vocabulary knowledge and reading comprehension for students with and without learning disabilities. Journal of Educational Psychology, 112(3), 608-627. Doi:10.1037/edu0000382
  • Palmer, E. (2014). Teaching the core skills of listening and speaking. Washington: ASCD.
  • Pierangelo, R., & Giuliani, G. A. (2006). Learning disabilities: A practical approach to foundations, assessment, diagnosis, and teaching. Boston: Allyn & Bacon.
  • Pinnell, G. S., & Jagger, A. M. (2003). Oral language: Speaking and listening in elementary classrooms. In Flood, J., Lapp, D., Fisher, D., Jensen, J. & James, R.S. (Eds.), Handbook of research on teaching the English language arts (pp. 881-913). Florida: Routledge.
  • Priebe, S. J., Keenan, J. M., & Miller, A. C. (2012). How prior knowledge affects word identification and comprehension. Reading and Writing: An Interdisciplinary Journal, 25(1), 131-149. Doi:10.1007/s11145-010-9260-0
  • Regaçone SF, Gução ACB, Giacheti CM, Romero ACL, & Frizzo ACF. (2014). Long latency auditory evoked potentials in students with specific learning disorders. Audiology-Communication Research, 19, 13-8. Doi:10.1016/j.bjorl.2014.10.005
  • Robertson, A. K. (2002). Etkili dinleme. (Çev. E.S. Yarmalı). İstanbul: Hayat Yayınları
  • Sharma, M., Purdy, S. C., & Kelly, A. S. (2009). Comorbidity of auditory processing, language, and reading disorders. Journal of Speech, Language, and Hearing Research, 52(3), 706-722. Doi:10.1044/1092-4388(2008/07-0226).
  • Snowling, M. J., Hulme, C., & Nation, K. (2020). Defining and understanding dyslexia: Past, present and future. Oxford Review of Education, 46(4), 501-513.
  • Tarchi, C. (2010). Reading comprehension of informative texts in secondary school: A focus on direct and indirect effects of reader's prior knowledge. Psychology in the Schools, 20, 415-420. Doi:10.1016/j.lindif.2010.04.002
  • Tobia, V., & Marzocchi, G. M. (2014). Cognitive profiles of Italian children with developmental dyslexia. Reading Research Quarterly, 49(4), 437-452. Doi:10.1002/rrq.77
  • Tunmer, W. E. (2008). Recent developments in reading intervention research: Introduction to special issue. Reading and Writing, 21, 299-316. Doi:10.1007/s11145-007- 9108-4.
  • Wagner, E. (2008). Video listening tests: What are they measuring?. Language Assessment Quarterly, 5(3), 218-243. Doi:10.1080/15434300802213015
  • Vandergrift, L. (2007). Recent developments in second and foreign language listening comprehension research. Language Teaching, 40(3), 191-210. Doi:10.1017/S0261444807004338
  • Vilenius‐Tuohimaa, P. M., Aunola, K., & Nurmi, J. E. (2008). The association between mathematical word problems and reading comprehension. Educational Psychology, 28(4), 409-426. Doi:10.1080/01443410701708228
  • Wise, J., Sevcik, R., Morris, R., Lovett, M., & Wolf, M. (2007). The relationship among receptive and expressive vocabulary, listening comprehension, pre-reading skills, word identification skills, and reading comprehension by children with reading disabilities. Journal of Speech, Language, and Hearing Research, 50, 1093-1109. Doi:10.1044/1092-4388(2007/076)
  • Wolvin, A. D., & Coakley, C. G. (2000) Listening education in the 21st century. International Journal of Listening, 14(1), 143-152. Doi:10.1080/10904018.2000.10499040
  • World Health Organization (WHO). (2018). The ICD-11. International Classification of Diseases for Mortality and Morbidity Statistics Eleventh Revision. https://icd.who.int/

Examining Listening and Reading Comprehension Skills of Students with Learning Disabilities

Yıl 2024, Cilt: 12 Sayı: 1, 25 - 38, 29.01.2024

Mustafa Ceylan

https://doi.org/10.16916/aded.1327101

Öz

Listening skill is one of the least researches skills although it is acquired while still in the womb. Listening is the first skill used in acquiring other skills, particularly academic skills. Such an important skill develops spontaneously in neurotypically developing students. However, like students with learning disabilities, some students cannot acquire this skill without additional support. The aim of this study was to compare the listening comprehension and reading comprehension skills used in the acquisition of academic skills in terms of students with learning disabilities. For this purpose, the listening comprehension and reading comprehension scores of 21 students with learning difficulties and 21 fifth grade neurotypical students were compared. Analyses were carried out on the types of questions and the scores obtained from all questions. The Mann Whitney U Test was used in the analysis of this study where the comparative descriptive design was used. According to the research results, it was found out that students with learning disabilities outperformed their neurotypically developing peers in implicit and inference questions and total scores of listening comprehension. In addition, students with learning disabilities performed lower in reading comprehension skills than their peers in total scores and question types other than inference questions. The variables that might cause the findings and the results of other studies were discussed within the framework of the literature and suggestions are given.

Anahtar Kelimeler

Learning disability listening comprehension reading comprehension lower-secondary school students

Kaynakça

  • Adelson, J. L., Dickinson, E. R., & Cunningham, B. C. (2016). A multigrade, multiyear statewide examination of reading achievement: Examining variability between districts, schools, and students. Educational Researcher, 45(4), 258-262. Doi:10.3102/0013189X16649960
  • Allor, H. J., & Chard, J. D. (2011). A comprehensive approach to improving reading fluency for students with disabilities. Focus on Exceptional Children, 43(5), 1-12. Doi:10.17161/foec.v43i5.6909
  • Alves, M. L., Reis, C., & Pinheiro, A. (2014). Prosody and reading in dyslexic children. Dyslexia, 21(1), 35-49. Doi:10.1002/dys.1485
  • Amendum, J. S., Conradi, K., & Liebfreund, D. M. (2015). The push for more challenging texts: An analysis of early readers’ rate, accuracy and comprehension. Reading Psychology, 37(4), 570-600. Doi:10.1080/02702711.2015.1072609
  • American Psychiatric Association (APA) (2013). DSM-V diagnostic and statistical manual of mental disorders. (5th Edition). Washington, DC: American Psychiatric Association.
  • Ateşman, E. (1997). Measurement of readability in Turkish. Language Journal, 58, 71-74.
  • Becker, A. (2016). L2 students' performance on listening comprehension items targeting local and global information. Journal of English for Academic Purposes, 24, 1-13. Doi:10.1016/j.jeap.2016.07.004
  • Browder, D. M., Hudson, M. E., & Wood, A. L. (2013). Teaching students with moderate intellectual disability who are emergent readers to comprehend passages of text. Exceptionality, 21(4), 191-206.
  • Brunow, D. A., & Cullen, T. A. (2021). Effect of text-to-speech and human reader on listening comprehension for students with learning disabilities. Computers in the Schools, 38(3), 214-231. Doi:10.1080/07380569.2021.1953362
  • Buck, G. (2007). Assessing listening. Cambridge: Cambridge University Press.
  • Catts, H., Fey, M., Zhang, X., & Tomblin, J. B. (2001). Estimating the risk of future reading difficulties in kindergarten children: A researchbased model and its clinical implementation. Language, Speech, and Hearing Services in Schools, 32, 38-50. Doi:10.1044/0161-1461(2001/004)
  • Conners, F. A. (2003). Reading skills and cognitive abilities of individuals with mental retardation. International Review of Research in Mental Retardation, 27(1), 191-229. Doi:10.1016/S0074-7750(03)27006-3
  • Creswell, J. W. (2016). Araştırma deseni: Nitel, nicel ve karma yöntem yaklaşımları. (Çev. Ed. S. B. Demir). Ankara: Eğiten Kitap.
  • Diakidoy I-AN, Stylianou P, Karefillidou C., & Papageorgiou P. (2005). The relationship between listening and reading comprehension of different types of text at increasing grade levels. Reading Psychology. 26(1), 55-80. Doi:10.1080/02702710590910584
  • Elbro, C., & Buch-Iversen, I. (2013). Activation of background knowledge for inference making: Effects of reading comprehension. Scientific Studies of Reading, 17(6), 435-452. Doi:10.1080/10888438.2013.774005
  • Gajria, M., Jitendra, A. K., Sood, S., & Sacks, G. (2007). Improving comprehension of expository text in students with LD: A research synthesis. Journal of Learning Disabilities, 40(3), 210-225. Doi:10.1177/00222194070400030301
  • Garcia, R. J., & Cain, K. (2014). Decoding and reading comprehension: A meta-analysis to identify which reader and assessment characteristics influence the strength of the relationship in English. Review of Educational Research, 84(1), 74-111. Doi:10.3102/0034654313499616
  • Hallahan, D. P., Lloyd, J. W., Kauffman, J. M., Weiss, M. P., & Martinez, E. A. (2005). Learning disabilities: Foundations, characteristics, and effective teaching. Boston: Person Education.
  • Hernandez, D. J. (2011). Double jeopardy: How third-grade reading skills and poverty influence high school graduation. Baltimore, MD: Annie E. Casey Foundation.
  • Hussar, B., Zhang, J., Hein, S., Wang, K., Roberts, A., Cui, J., ... & Dilig, R. (2020). The condition of education 2020 (NCES 2020-144). U.S. Department of Education. Washington. https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2020144.
  • Imhof, M. (2008). What have you listened to in school today?. The International Journal of Listening, 22(1), 1-12. doi:10.1080/10904010701802121
  • Jenkins, J. R., Fuchs, L. S., Broek, P., Espin, C., & Deno, S. L. (2003). Accuracy and fluency in list and context reading of skilled and RD groups: Absolute and relative performance levels. Learning Disabilities Research and Practice, 18(4), 237-245. Doi: 10.1111/1540-5826.00078
  • Jitendra, A. K., & Gajria, M. (2011). Reading comprehension instruction for students with learning disabilities. Focus on Exceptional Children, 43(8), 1-16. Doi:10.17161/fec.v43i8.6690
  • Karasu, P., Girgin, Ü., & Uzuner, Y. (2013). Formel olmayan okuma envanteri. Ankara: Nobel Akademi.
  • Judge, S., & Bell, S. M. (2011). Reading achievement trajectories for students with learning disabilities during the elementary school years. Reading & Writing Quarterly: Overcoming Learning Difficulties, 27(1-2), 153-178. Doi:10.1080/10573569.2011.532722
  • Kendeou, P., Lynch, J., Van den Broek, P., Espin, C., White, M. J., & Kremer, K. (2005). Developing successful readers: Building early comprehension skills through television viewing and listening. Early Childhood Education Journal, 33(2), 91-98. Doi:10.1007/s10643-005-0030-6
  • Klauda, S. L., & Guthrie, J. T. (2008). Relationships of three components of reading fluency to reading comprehension. Journal of Educational Psychology, 100(2), 310-321. Doi:10.1037/0022-0663.100.2.310
  • Kuhn, M. (2004). Helping students become accurate, expressive readers: Fluency instruction for small groups. International Reading Association, 58(4), 338-344. Doi:10.1598/rt.58.4.3
  • Kring, A. M., Johnson, S. L., Davison, G., & Neale, J. (2015). Anormal psikolojisi. M. Şahin (çev.). Ankara: Nobel Akademi.
  • Lin, Y. C., Morgan, P. L., Hillemeier, M., Cook, M., Maczuga, S., & Farkas, G. (2013). Reading, mathematics, and behavioral difficulties interrelate: Evidence from a cross-lagged panel design and population-based sample of US upper elementary students. Behavioral Disorders, 38(4), 212-227. Doi:10.1177/0198742913038004
  • Lonigan C. J., Schatschneider C., & Westberg L. (2008). Developing early literacy: Report of the Na-tional Early Literacy Panel. In Identification of children’s skills and abilities linked to later outcomes in reading, writing, and spelling. Washington, DC: National Institute for Literacy
  • Mastropieri, M. A., & Scruggs, T. E. (2004). The inclusive classroom strategies for effective instruction. Ohio: Merril Prenticwe Hall.
  • Nation, K. (2005). Children’s reading comprehension difficulties. In M. J. Snowling ve C. Hulme, (Eds.), The science of reading: A handbook (pp. 248-266). Oxford: Blackwell Publishing
  • National Center for Learning Disabilities (2008). Parent center: Dylexia. www.ncld.org/content /view/454/456173/
  • O’Connor, R. E. (2017). Reading fluency and students with reading disabilities: How fast is fast enough to promote reading comprehension? Journal of Learning Disabilities, 51(2), 124-136. Doi:10.1177/0022219417691835
  • O’Connor, C., & Joffe, H. (2020). Intercoder reliability in qualitative research: Debates and practical guidelines. International Journal of Qualitative Methods, 19, 1-13. Doi:10.1177/1609406919899220
  • Quinn, J. M., Wagner, R. K., Petscher, Y., Roberts, G., Menzel, A. J., & Schatschneider, C. (2020). Differential codevelopment of vocabulary knowledge and reading comprehension for students with and without learning disabilities. Journal of Educational Psychology, 112(3), 608-627. Doi:10.1037/edu0000382
  • Palmer, E. (2014). Teaching the core skills of listening and speaking. Washington: ASCD.
  • Pierangelo, R., & Giuliani, G. A. (2006). Learning disabilities: A practical approach to foundations, assessment, diagnosis, and teaching. Boston: Allyn & Bacon.
  • Pinnell, G. S., & Jagger, A. M. (2003). Oral language: Speaking and listening in elementary classrooms. In Flood, J., Lapp, D., Fisher, D., Jensen, J. & James, R.S. (Eds.), Handbook of research on teaching the English language arts (pp. 881-913). Florida: Routledge.
  • Priebe, S. J., Keenan, J. M., & Miller, A. C. (2012). How prior knowledge affects word identification and comprehension. Reading and Writing: An Interdisciplinary Journal, 25(1), 131-149. Doi:10.1007/s11145-010-9260-0
  • Regaçone SF, Gução ACB, Giacheti CM, Romero ACL, & Frizzo ACF. (2014). Long latency auditory evoked potentials in students with specific learning disorders. Audiology-Communication Research, 19, 13-8. Doi:10.1016/j.bjorl.2014.10.005
  • Robertson, A. K. (2002). Etkili dinleme. (Çev. E.S. Yarmalı). İstanbul: Hayat Yayınları
  • Sharma, M., Purdy, S. C., & Kelly, A. S. (2009). Comorbidity of auditory processing, language, and reading disorders. Journal of Speech, Language, and Hearing Research, 52(3), 706-722. Doi:10.1044/1092-4388(2008/07-0226).
  • Snowling, M. J., Hulme, C., & Nation, K. (2020). Defining and understanding dyslexia: Past, present and future. Oxford Review of Education, 46(4), 501-513.
  • Tarchi, C. (2010). Reading comprehension of informative texts in secondary school: A focus on direct and indirect effects of reader's prior knowledge. Psychology in the Schools, 20, 415-420. Doi:10.1016/j.lindif.2010.04.002
  • Tobia, V., & Marzocchi, G. M. (2014). Cognitive profiles of Italian children with developmental dyslexia. Reading Research Quarterly, 49(4), 437-452. Doi:10.1002/rrq.77
  • Tunmer, W. E. (2008). Recent developments in reading intervention research: Introduction to special issue. Reading and Writing, 21, 299-316. Doi:10.1007/s11145-007- 9108-4.
  • Wagner, E. (2008). Video listening tests: What are they measuring?. Language Assessment Quarterly, 5(3), 218-243. Doi:10.1080/15434300802213015
  • Vandergrift, L. (2007). Recent developments in second and foreign language listening comprehension research. Language Teaching, 40(3), 191-210. Doi:10.1017/S0261444807004338
  • Vilenius‐Tuohimaa, P. M., Aunola, K., & Nurmi, J. E. (2008). The association between mathematical word problems and reading comprehension. Educational Psychology, 28(4), 409-426. Doi:10.1080/01443410701708228
  • Wise, J., Sevcik, R., Morris, R., Lovett, M., & Wolf, M. (2007). The relationship among receptive and expressive vocabulary, listening comprehension, pre-reading skills, word identification skills, and reading comprehension by children with reading disabilities. Journal of Speech, Language, and Hearing Research, 50, 1093-1109. Doi:10.1044/1092-4388(2007/076)
  • Wolvin, A. D., & Coakley, C. G. (2000) Listening education in the 21st century. International Journal of Listening, 14(1), 143-152. Doi:10.1080/10904018.2000.10499040
  • World Health Organization (WHO). (2018). The ICD-11. International Classification of Diseases for Mortality and Morbidity Statistics Eleventh Revision. https://icd.who.int/
Toplam 54 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Türkçe Eğitimi
Bölüm Makaleler
Yazarlar

Mustafa Ceylan 0000-0003-1922-0161

Yayımlanma Tarihi 29 Ocak 2024
Yayımlandığı Sayı Yıl 2024Cilt: 12 Sayı: 1

Kaynak Göster

APA Ceylan, M. (2024). Öğrenme Güçlüğü Olan Öğrencilerin Dinlediğini ve Okuduğunu Anlama Becerilerinin İncelenmesi. Ana Dili Eğitimi Dergisi, 12(1), 25-38. https://doi.org/10.16916/aded.1327101

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