Okuma güçlüğü olan ve olmayan çocukların sözcük okuma becerilerinin karşılaştırılması

Abstract

The purpose of this study was to compare word reading strategies of first graders Turkish-speaking children with and without reading disability. 21 children with reading disability and 21 children without reading disability who attended first grade classes of primary schools in the city of Ankara participated in this study. The participants were tested in the naming of single letters, reading familiar words and matched pseudowords (visually similar and visually dissimilar). Multivariate analysis of variance (one way MANOVA) was used to assess group differences across word reading scores. The findings showed that children without difficulty performed significantly better than children with difficulty on all word reading measures. The group differences between the reading times on three word types were tested by the Mann Whitney U test. Reading time results showed that children with difficulty were significantly slower than control group in all word reading tasks. The results derived from one-way ANOVA for repeated measures showed that the advantage of familiar words over pseudowords was about the same for both groups. Familiar words were read better than pseudowords, with no difference between the two types of pseudowords. The results derived from the Friedman two-way analysis of variance by ranks showed that familiar words were read faster than pseudowords, with no difference between the two types of pseudowords. The Spearman rank-order correlation coefficient was used to compute the correlation between reading scores and reading times of groups. The findings showed that there was amoderate negative correlation between reading score and reading time for each word reading task for the group with reading disability. For children without disability these correlations between reading scores and reading times were moderately negative for familiar words and visually similar pseudowords but no relationship for visually dissimilar words. Independent samples t-test results showed that there was no significant difference between the groups in recognition letters. Pearson's product-moment correlation coefficient was used to compute the correlation between letter recognition scores and reading scores of groups. For both groups there was no significant correlation between the letter recognition score and the reading score for each word type. Pearson's product-moment correlation coefficient was used to compute the correlation between list 1, list 2 and list 3 reading scores of groups. The findings showed that for children with reading disability there was a high correlation between list 1 and list 2 scores, list 1 and list 3 scores also list 2 and list 3. For children without reading disability there was no relationship between list 1 and list 2 scores, list 1 and list 3 scores, but there was a moderate relationship between list 2 and list 3. In sum, it was concluded that the group without reading disability read familiar words by using visual strategy and nonwords by a phonological strategy. Although children with reading disability read all the word lists by applying a phonological strategy, they did not perform well on pseudoword reading when compared to the control group. It was concluded that children without reading disability had acquired and used the normal word reading strategies however children with disability had not mastered the phonological strategy and had limited sight word vocabularies.