Turkish Journal of Special Education Research and Practice

Yazarlar: Selcen GÜNDOĞDU, Birkan GÜLDENOĞLU, Tevhide KARGIN

Konular:Eğitim, Özel

DOI:10.37233/TRSPED.2020.0106

Anahtar Kelimeler:Reading,Reading comprehension,Syntax,Learning disability,Reading comprehension disability

Özet: This study’s main purpose is to comparatively examine the reading comprehension skills of students with and without learning disabilities. This study included 240 elementary students, of which 120 were students with learning disabilities and 120 were normally developing students and attended 3rd and 4th grades. To assess students' reading comprehension skills, two different texts (simple and complicated texts according to syntactic) and five questions (four information and one inference questions) for each text were used. All assessments were applied in students’ own schools about 15 to 20 minutes of individual sessions. The gathered data were analyzed through two factors ANOVA (GLM-ANOVA). The results showed that students with learning disabilities had poorer comprehension performance than their normally developing counterparts. Findings were discussed based on students' reading skills and the reading comprehension strategies they used.

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