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Sınıf Öğretmeni Adaylarının Disleksi ve Diskalkuli Hakkındaki Bilgi ve Algılarının Geliştirilmesi

Yıl 2025, Erken Görünüm, 1 - 14

Hatice Çetin , Selis Öncel

Öz

Giriş: Bu çalışmanın amacı, sınıf öğretmeni adaylarının disleksi ve diskalkuli hakkındaki bilgi ve algılarını değerlendirmek ve bu konudaki eğitimin etkisini incelemektir.
Yöntem: Nicel araştırma yöntemi kapsamında tarama ve zayıf deneysel desende yürütülmüştür. Araştırmanın ilk aşamasında 318 katılımcıdan konuyla ilgili bilgi ve algılarını ölçmek için veri toplanmıştır. Araştırmanın ikinci aşamasında ise akademik uzmanlar tarafından disleksi ve diskalkuli konusunda eğitim verilmiştir. Diskalkuli eğitimine gönüllü olarak katılan 42 katılımcıdan ve disleksi eğitimine gönüllü olarak katılan 45 katılımcıdan veri toplanmıştır. Analizler ortalama puanları, standart sapmaları ve fark puanlarını içermektedir. Diskalkuli eğitimi verileri için bağımlı örneklem t-testleri ve disleksi eğitimi verileri için Wilcoxon işaretli sıralar testleri kullanılmıştır.
Bulgular: Öğretmenlerin ön bilgi/ön algıları ile son bilgi/son algıları arasında anlamlı bir fark olduğu bulunmuştur. Dolayısıyla, diskalkuli ve disleksi eğitiminin öğretmen adaylarının bilgi ve algılarını geliştirmede etkili olduğu söylenebilir.
Tartışma: Disleksi ve diskalkuli gibi öğrenme güçlüğü olan öğrencilerle çalışacak olan sınıf öğretmeni adaylarının bu tür eğitimlere erişiminin sağlanması ve bu konulardaki bilgi ve becerilerinin artırılması önemlidir.

Anahtar Kelimeler

Algı bilgi diskalkuli disleksi öğrenme güçlüğü öğretmen adayları

Kaynakça

  • Akçin, N. (2009). Characteristics of learning disabled children on the writing process. Marmara University Ataturk Education Faculty Journal of Education Sciences, 29, 5-18.
  • Andersson, E., & Abdelmalek, S. (2021). Dyscalculia/dyslexia: a dichotomy?. Foundations of Science, 26(4), 847-858. https://doi.org/10.1007/s10699-020-09698-6
  • Asfuroğlu, B., & Fidan, S. (2016). Özgül öğrenme güçlüğü [Spesific learning disorders]. Osmangazi Tıp Dergisi, 38(1). https://doi.org/10.20515/otd.17402
  • Aslan, K. (2015, May 11-13). Özgül öğrenme güçlüğünün erken dönem belirtileri ve erken müdahale uygulamalarına dair derleme [Review on early symptoms of specific learning disability and early intervention practices] [Oral presentation]. 3rd National Congress of Child Development and Education (International Participations), Ankara, Türkiye.
  • Avloniti, O., Zafiri, M., & Pliogou, V. (2017). Early detection of dyslexia in the first grade of primary school. Multilingual Academic Journal of Education and Social Sciences, 5(1), 29-43 https://dx.doi.org/10.46886/MAJESS/v5-i1/2427
  • Balcı, E. (2019a). Percentage and some characteristic of dyslexia in primary and secondary schools students. Milli Eğitim Dergisi, 48(1), 717-736.
  • Balcı, E. (2019b). Teachers' opinions about dyslexia and the challenges they face. Ege Journal of Education, 20(1), 162-179. https://doi.org/10.12984/egeefd.453922
  • Bingöl, A. (2003). Ankara'daki ilkokul 2. ve 4. sınıf öğrencilerinde gelişimsel disleksi oranı. [The Prevalence of Developmental Dyslexia Among The 2. and 4. Grade Students in Ankara]. Ankara Üniversitesi Tıp Fakültesi Mecmuası, 56(2), 67-82. https://doi.org/10.1501/Tipfak_0000000053 Büyükkarcı, A., & Akgün-Giray, D. (2023). Approaches of primary teacher candidates to mathematics learning disability (dyscalculia): Focus group interview, SDU Faculty of Arts and Sciences Journal of Social Sciences, 59, 363-375.
  • Cohen, L. & Manion, L. (1997). Reseacrh methods in education (4th ed.). Routledge
  • Cooper, A. (2023). Equitable Treatment of Students with Dyslexia. Georgia Educational Researcher, 20(1), 97. https://doi.org/10.20429/ger.2023.200103
  • Council of Higher Education. (2019). Sınıf öğretmenliği lisans programı [Elementary teaching undergraduate program]. https://www.yok.gov.tr/Documents/Kurumsal/egitim_ogretim_dairesi/Yeni-Ogretmen-YetistirmeLisansProgramlari/Sinif_Ogretmenligi_Lisans_Programi09042019.pdf
  • Creswell, J W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Pearson.
  • Dias, M. D. A. H., de Britto Pereira, M. M., & Van Borsel, J. (2013). Assessment of the awareness of dyscalculia among educators. Audiology-Communication Research, 18(2), 93-100. https://doi.org/10.1590/S2317-64312013000200007
  • Fortes, I. S., Paula, C. S., Oliveira, M. C., Bordin, I. A., de Jesus Mari, J., & Rohde, L. A. (2016). A cross-sectional study to assess the prevalence of DSM-5 specific learning disorders in representative school samples from the second to sixth grade in Brazil. European Child & Adolescent Psychiatry, 25, 195-207. https://doi.org/10.1007/s00787-015-0708-2
  • Fu, S. H., & Chin, K. E. (2017). An online survey research regarding awareness of dyscalculia among educators in Sandakan district, Sabah. International Journal of Academic Research in Progressive Education and Development, 6(2), 1-10. https://doi.org/10.6007/IJARPED/v6-i2/2891
  • Gearin, B., Turtura, J., Kame’enui, E. J., Nelson, N. J., & Fien, H. (2018). A multiple streams analysis of recent changes to state-level dyslexia education law, Educational Policy, 34(7), 1036-1068. https://doi.org/10.1177/0895904818807328
  • Graves, T. L. (2018). Teacher knowledge and perception of mathematics disabilities and dyscalculia [Unpublished doctoral dissertation]. University of Wyoming.
  • Haberstroh, S., & Schulte-Körne, G. (2019). The diagnosis and treatment of dyscalculia. Deutsches Ärzteblatt International, 116(7), 107. https://doi.org/10.3238/arztebl.2019.0107
  • Haberstroh, S., & Schulte-Körne, G. (2022). The cognitive profile of math difficulties: A meta-analysis based on clinical criteria. Frontiers in Psychology, 13, 842391. https://doi.org/10.3389/fpsyg.2022.842391
  • Indrarathne, B. (2019). Accommodating learners with dyslexia in English language teaching in Sri Lanka: Teachers’ knowledge, attitudes, and challenges. Tesol Quarterly, 53(3), 630-654. https://doi.org/10.1002/tesq.500
  • Kaçar, H. (2018). İlkokul öğrencilerinin matematik öğrenme güçlüğünün sınıf öğretmenlerinin gözlem ve deneyimlerine göre incelenmesi [Analysis of primary school students' mathematics learning disabilities according to their teachers' observations and experiences] (Tez Numarası: 493092) [Doktora Tezi, Necmettin Erbakan Üniversitesi]. Yükseköğretim Kurulu Ulusal Tez Merkezi.
  • Karadeniz, M. H. (2013). Assessment of tecahers’ views on students with the disorder of “dyscaculia. Education Sciences, 8(2), 193-208.
  • Karasakal, M. (2018). İlköğretim matematik öğretmenlerinin diskalkuli farkındalığı [Promoting primary school teachers’ awareness of dyscalculia] (Tez Numarası:534719) [Yüksek lisans tezi, İhsan Doğramacı Bilkent Üniversitesi]. Yükseköğretim Kurulu Ulusal Tez Merkezi.
  • Karasar, N. (2005). Bilimsel araştırma yöntemleri [Scientific research methods]. Nobel.
  • Kızılkaya, H. (2021). Disleksili öğrencilerle çalışan öğretmenler için geliştirilen eğitim programının öğretmen yeterliklerine etkisinin incelenmesi [The effectiveness of training program developed for teachers working with dyslexic students on their competencies] (Tez Numarası: 658793) [Doktora Tezi, Necmettin Erbakan Üniversitesi]. Yükseköğretim Kurulu Ulusal Tez Merkezi.
  • Knight, C. (2018). What is dyslexia? An exploration of the relationship between teachers’ understandings of dyslexia and their training experiences. Dyslexia, 24(3), 207–219. https://doi.org/10.1002/dys.1593
  • Krısztına, T., & Judıt, B. (2015). A korai diagnózis és intervenció jelentősége olvasási nehézséggel diagnosztizált gyermekeknél–Esetismertetések [The importance of early diagnosis and intervention in children diagnosed with reading disorder: Case studies]. Neuropsychopharmacol Hung, 17(2), 099-103.
  • Kumas, Ö. A., Sümer-Dodur, H. M., & Yazicioglu, T. (2021). Teachers' knowledge about dyslexia and reading models. International Journal of Curriculum and Instruction, 13(3), 3096-3121. https://ijci.globets.org/index.php/IJCI/article/view/804/398
  • Kunwar, R., & Sharma, L. (2020). Exploring teachers' knowledge and students' status about dyscalculia at basic level students in nepal. Eurasia Journal of Mathematics, Science and Technology Education, 16(12), 1-12. https://doi.org/10.29333/ejmste/8940
  • Kurniawati, F., De Boer, A. A., Minnaert, A. E. M. G., & Mangunsong, F. (2017). Evaluating the effect of a teacher training programme on the primary teachers’ attitudes, knowledge and teaching strategies regarding special educational needs. Educational Psychology, 37(3), 287-297. https://doi.org/10.1080/01443410.2016.1176125
  • Landerl, K., Fussenegger, B., Moll, K., & Willburger, E. (2009). Dyslexia and dyscalculia: Two learning disorders with different cognitive profiles. Journal Of Experimental Child Psychology, 103(3), 309-324. https://doi.org/10.1016/j.jecp.2009.03.006
  • Lemperou, L., Chostelidou, D., & Griva, E. (2011). Identifying the training needs of EFL teachers in teaching children with dyslexia. Procedia-Social and Behavioral Sciences, 15, 410-416. https://doi.org/10.1016/j.sbspro.2011.03.113
  • Lewis, K. E., Sweeney, G., Thompson, G. M., Adler, R. M., & Alhamad, K. (2022). Dyscalculia in algebra: A case study. Insights into Learning Disabilities, 19(1), 3-36. https://files.eric.ed.gov/fulltext/EJ1341307.pdf
  • Lin, Y., Zhang, X., Huang, Q., Lv, L., Huang, A., Li, A., & Huang, Y. (2020). The prevalence of dyslexia in primary school children and their Chinese literacy assessment in Shantou, China. International Journal of Environmental Research and Public Health, 17(19), 7140. https://doi.org/10.3390/ijerph17197140
  • Ministry of National Education. (2023). Millî eğitim istatistikleri: Örgün eğitim 2022/'23 [National education statistics: Formal education 2022/'23]. https://sgb.meb.gov.tr/meb_iys_dosyalar/2023_09/29151106_meb_istatistikleri_orgun_egitim_2022_2023.pdf
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  • Mutlu, Y., Olkun, S., Akgün, L., & Sarı, M. H. (Eds.). (2020). Diskalkuli: matematik öğrenme güçlüğü tanımı, özellikleri, yaygınlığı, nedenleri ve tanılanması [Dyscalculia: mathematics learning disability definition, characteristics, prevalence, causes and diagnosis].Pegem Akademi.
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Enhancing Pre-Service Primary School Teachers' Knowledge and Perceptions of Dyslexia and Dyscalculia

Yıl 2025, Erken Görünüm, 1 - 14

Hatice Çetin , Selis Öncel

Öz

Introduction: This study aimed to evaluate the knowledge and perceptions of pre-service primary school teachers regarding dyslexia and dyscalculia, and to examine the impact of education on these topics.
Method: Within the scope of the quantitative research method, the study took the form of a survey with a weak experimental design. In the first stage of the research, the researchers collected data from 318 participants to measure their knowledge and perceptions of the subject in question. In the second stage of the research, training on dyslexia and dyscalculia was provided by academic experts. The researchers collected data from 42 participants who voluntarily participated in dyscalculia training and 45 participants who voluntarily participated in dyslexia training. The analysis focused on mean scores, standard deviations, and difference scores. The study used dependent sample t-tests for the dyscalculia training data and Wilcoxon signed-rank tests for the dyslexia training data.
Findings: There was a significant difference between the teachers’ pre-knowledge/pre-perceptions and post-knowledge/post-perceptions. The training on dyscalculia and dyslexia was thus effective in improving the knowledge and perceptions of the pre-service teachers.
Discussion: It is essential to provide access to such training for pre-service primary school teachers who are going to work with students with learning difficulties such as dyslexia and dyscalculia, and to increase their knowledge and skills in these areas.

Anahtar Kelimeler

Perception knowledge dyscalculia dyslexia learning disorder pre-service teachers

Kaynakça

  • Akçin, N. (2009). Characteristics of learning disabled children on the writing process. Marmara University Ataturk Education Faculty Journal of Education Sciences, 29, 5-18.
  • Andersson, E., & Abdelmalek, S. (2021). Dyscalculia/dyslexia: a dichotomy?. Foundations of Science, 26(4), 847-858. https://doi.org/10.1007/s10699-020-09698-6
  • Asfuroğlu, B., & Fidan, S. (2016). Özgül öğrenme güçlüğü [Spesific learning disorders]. Osmangazi Tıp Dergisi, 38(1). https://doi.org/10.20515/otd.17402
  • Aslan, K. (2015, May 11-13). Özgül öğrenme güçlüğünün erken dönem belirtileri ve erken müdahale uygulamalarına dair derleme [Review on early symptoms of specific learning disability and early intervention practices] [Oral presentation]. 3rd National Congress of Child Development and Education (International Participations), Ankara, Türkiye.
  • Avloniti, O., Zafiri, M., & Pliogou, V. (2017). Early detection of dyslexia in the first grade of primary school. Multilingual Academic Journal of Education and Social Sciences, 5(1), 29-43 https://dx.doi.org/10.46886/MAJESS/v5-i1/2427
  • Balcı, E. (2019a). Percentage and some characteristic of dyslexia in primary and secondary schools students. Milli Eğitim Dergisi, 48(1), 717-736.
  • Balcı, E. (2019b). Teachers' opinions about dyslexia and the challenges they face. Ege Journal of Education, 20(1), 162-179. https://doi.org/10.12984/egeefd.453922
  • Bingöl, A. (2003). Ankara'daki ilkokul 2. ve 4. sınıf öğrencilerinde gelişimsel disleksi oranı. [The Prevalence of Developmental Dyslexia Among The 2. and 4. Grade Students in Ankara]. Ankara Üniversitesi Tıp Fakültesi Mecmuası, 56(2), 67-82. https://doi.org/10.1501/Tipfak_0000000053 Büyükkarcı, A., & Akgün-Giray, D. (2023). Approaches of primary teacher candidates to mathematics learning disability (dyscalculia): Focus group interview, SDU Faculty of Arts and Sciences Journal of Social Sciences, 59, 363-375.
  • Cohen, L. & Manion, L. (1997). Reseacrh methods in education (4th ed.). Routledge
  • Cooper, A. (2023). Equitable Treatment of Students with Dyslexia. Georgia Educational Researcher, 20(1), 97. https://doi.org/10.20429/ger.2023.200103
  • Council of Higher Education. (2019). Sınıf öğretmenliği lisans programı [Elementary teaching undergraduate program]. https://www.yok.gov.tr/Documents/Kurumsal/egitim_ogretim_dairesi/Yeni-Ogretmen-YetistirmeLisansProgramlari/Sinif_Ogretmenligi_Lisans_Programi09042019.pdf
  • Creswell, J W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Pearson.
  • Dias, M. D. A. H., de Britto Pereira, M. M., & Van Borsel, J. (2013). Assessment of the awareness of dyscalculia among educators. Audiology-Communication Research, 18(2), 93-100. https://doi.org/10.1590/S2317-64312013000200007
  • Fortes, I. S., Paula, C. S., Oliveira, M. C., Bordin, I. A., de Jesus Mari, J., & Rohde, L. A. (2016). A cross-sectional study to assess the prevalence of DSM-5 specific learning disorders in representative school samples from the second to sixth grade in Brazil. European Child & Adolescent Psychiatry, 25, 195-207. https://doi.org/10.1007/s00787-015-0708-2
  • Fu, S. H., & Chin, K. E. (2017). An online survey research regarding awareness of dyscalculia among educators in Sandakan district, Sabah. International Journal of Academic Research in Progressive Education and Development, 6(2), 1-10. https://doi.org/10.6007/IJARPED/v6-i2/2891
  • Gearin, B., Turtura, J., Kame’enui, E. J., Nelson, N. J., & Fien, H. (2018). A multiple streams analysis of recent changes to state-level dyslexia education law, Educational Policy, 34(7), 1036-1068. https://doi.org/10.1177/0895904818807328
  • Graves, T. L. (2018). Teacher knowledge and perception of mathematics disabilities and dyscalculia [Unpublished doctoral dissertation]. University of Wyoming.
  • Haberstroh, S., & Schulte-Körne, G. (2019). The diagnosis and treatment of dyscalculia. Deutsches Ärzteblatt International, 116(7), 107. https://doi.org/10.3238/arztebl.2019.0107
  • Haberstroh, S., & Schulte-Körne, G. (2022). The cognitive profile of math difficulties: A meta-analysis based on clinical criteria. Frontiers in Psychology, 13, 842391. https://doi.org/10.3389/fpsyg.2022.842391
  • Indrarathne, B. (2019). Accommodating learners with dyslexia in English language teaching in Sri Lanka: Teachers’ knowledge, attitudes, and challenges. Tesol Quarterly, 53(3), 630-654. https://doi.org/10.1002/tesq.500
  • Kaçar, H. (2018). İlkokul öğrencilerinin matematik öğrenme güçlüğünün sınıf öğretmenlerinin gözlem ve deneyimlerine göre incelenmesi [Analysis of primary school students' mathematics learning disabilities according to their teachers' observations and experiences] (Tez Numarası: 493092) [Doktora Tezi, Necmettin Erbakan Üniversitesi]. Yükseköğretim Kurulu Ulusal Tez Merkezi.
  • Karadeniz, M. H. (2013). Assessment of tecahers’ views on students with the disorder of “dyscaculia. Education Sciences, 8(2), 193-208.
  • Karasakal, M. (2018). İlköğretim matematik öğretmenlerinin diskalkuli farkındalığı [Promoting primary school teachers’ awareness of dyscalculia] (Tez Numarası:534719) [Yüksek lisans tezi, İhsan Doğramacı Bilkent Üniversitesi]. Yükseköğretim Kurulu Ulusal Tez Merkezi.
  • Karasar, N. (2005). Bilimsel araştırma yöntemleri [Scientific research methods]. Nobel.
  • Kızılkaya, H. (2021). Disleksili öğrencilerle çalışan öğretmenler için geliştirilen eğitim programının öğretmen yeterliklerine etkisinin incelenmesi [The effectiveness of training program developed for teachers working with dyslexic students on their competencies] (Tez Numarası: 658793) [Doktora Tezi, Necmettin Erbakan Üniversitesi]. Yükseköğretim Kurulu Ulusal Tez Merkezi.
  • Knight, C. (2018). What is dyslexia? An exploration of the relationship between teachers’ understandings of dyslexia and their training experiences. Dyslexia, 24(3), 207–219. https://doi.org/10.1002/dys.1593
  • Krısztına, T., & Judıt, B. (2015). A korai diagnózis és intervenció jelentősége olvasási nehézséggel diagnosztizált gyermekeknél–Esetismertetések [The importance of early diagnosis and intervention in children diagnosed with reading disorder: Case studies]. Neuropsychopharmacol Hung, 17(2), 099-103.
  • Kumas, Ö. A., Sümer-Dodur, H. M., & Yazicioglu, T. (2021). Teachers' knowledge about dyslexia and reading models. International Journal of Curriculum and Instruction, 13(3), 3096-3121. https://ijci.globets.org/index.php/IJCI/article/view/804/398
  • Kunwar, R., & Sharma, L. (2020). Exploring teachers' knowledge and students' status about dyscalculia at basic level students in nepal. Eurasia Journal of Mathematics, Science and Technology Education, 16(12), 1-12. https://doi.org/10.29333/ejmste/8940
  • Kurniawati, F., De Boer, A. A., Minnaert, A. E. M. G., & Mangunsong, F. (2017). Evaluating the effect of a teacher training programme on the primary teachers’ attitudes, knowledge and teaching strategies regarding special educational needs. Educational Psychology, 37(3), 287-297. https://doi.org/10.1080/01443410.2016.1176125
  • Landerl, K., Fussenegger, B., Moll, K., & Willburger, E. (2009). Dyslexia and dyscalculia: Two learning disorders with different cognitive profiles. Journal Of Experimental Child Psychology, 103(3), 309-324. https://doi.org/10.1016/j.jecp.2009.03.006
  • Lemperou, L., Chostelidou, D., & Griva, E. (2011). Identifying the training needs of EFL teachers in teaching children with dyslexia. Procedia-Social and Behavioral Sciences, 15, 410-416. https://doi.org/10.1016/j.sbspro.2011.03.113
  • Lewis, K. E., Sweeney, G., Thompson, G. M., Adler, R. M., & Alhamad, K. (2022). Dyscalculia in algebra: A case study. Insights into Learning Disabilities, 19(1), 3-36. https://files.eric.ed.gov/fulltext/EJ1341307.pdf
  • Lin, Y., Zhang, X., Huang, Q., Lv, L., Huang, A., Li, A., & Huang, Y. (2020). The prevalence of dyslexia in primary school children and their Chinese literacy assessment in Shantou, China. International Journal of Environmental Research and Public Health, 17(19), 7140. https://doi.org/10.3390/ijerph17197140
  • Ministry of National Education. (2023). Millî eğitim istatistikleri: Örgün eğitim 2022/'23 [National education statistics: Formal education 2022/'23]. https://sgb.meb.gov.tr/meb_iys_dosyalar/2023_09/29151106_meb_istatistikleri_orgun_egitim_2022_2023.pdf
  • Mohammad, Z. (2022). Investigating Teachers of English Knowledge and Awareness of Dyslexia: A case study in Primary Iraqi Schools. Arab World English Journal 13(4), 341-354 https://dx.doi.org/10.24093/awej/vol13no4.22
  • Mullikin, K., Stransky, M., Tendulkar, S., Casey, M., & Kosinski, K. (2021). Informal preparation and years of experience: Key correlates of dyslexia knowledge among Massachusetts early elementary teachers. Dyslexia, 27(4), 510-524. https://doi.org/10.1002/dys.1701
  • Mutlu, Y., Çalışkan, E. F., & Yasul, A. F. (2022). We Asked Teachers: Do you know what dyscalculia is?. International Online Journal of Primary Education, 11(2), 361-378.
  • Mutlu, Y., Olkun, S., Akgün, L., & Sarı, M. H. (Eds.). (2020). Diskalkuli: matematik öğrenme güçlüğü tanımı, özellikleri, yaygınlığı, nedenleri ve tanılanması [Dyscalculia: mathematics learning disability definition, characteristics, prevalence, causes and diagnosis].Pegem Akademi.
  • Nascimento, I. S. D., Rosal, A. G. C., & Queiroga, B. A. M. D. (2018). Elementary school teachers’ knowledge on dyslexia. Revista Cefac, 20, 87-94. https://doi.org/10.1590/1982-021620182019117
  • Nelson, G., & Powell, S. R. (2018). A systematic review of longitudinal studies of mathematics difficulty. Journal of Learning Disabilities, 51(6), 523-539. https://doi.org/10.1177/0022219417714773
  • Onyishi, C. N., & Sefotho, M. M. (2021). Differentiating instruction for learners’ mathematics self-efficacy in inclusive classrooms: Can learners with dyscalculia also benefit? South African Journal of Education, 41(4), 1-15. https://doi.org/10.15700/saje.v41n4a1938
  • Salman, U., Özdemir, S., Salman, A. B., & Özdemir, F. (2016). Özel öğrenme güçlüğü “Disleksi” [“Dyslexia”, the specific learning difficulty]. İstanbul Bilim Üniversitesi Florence Nightingale Tıp Dergisi, 2(2), 170-176.
  • Solheim, O. J., Arntzen, J., & Foldnes, N. (2023). Norwegian classroom teachers’ and specialized “resource” teachers’ dyslexia knowledge. Reading and Writing, 1-23.
  • Sónia, L. (2012). Dyslexia through the eyes of primary school teachers. Procedia - Social and Behavioral Sciences, 69, 41-46. https://doi.org/10.1016/j.sbspro.2012.11.381
  • Sousa, P., Dias, P. C., & Cadime, I. (2017). Predictors of primary school teachers’ knowledge about developmental dyscalculia. European Journal of Special Needs Education, 32(2), 204-220. https://doi.org/10.1080/08856257.2016.1216635
  • Supportive Care ABA. (n.d.). Learning disabilities statistics. https://www.supportivecareaba.com/statistics/learning-disabilities The International Dyslexia Association. (n.d.). Dyslexia basics. https://dyslexiaida.org/dyslexia-basics/
  • Tosun, D. (2019). Development of a scale on primary school teachers knowledge and perception of dyslexia (Tez Numarası: 580768) [Yüksek lisans tezi, Boğaziçi Üniversitesi]. Yükseköğretim Kurulu Ulusal Tez Merkezi
  • Washburn, E. K., Joshi, R. M., & Binks‐Cantrell, E. S. (2011). Teacher knowledge of basic language concepts and dyslexia. Dyslexia, 17(2), 165-183. https://doi.org/10.1002/dys.426
  • Washburn, E. K., Mulcahy, C. A., Musante, G., & Joshi, R. (2017). Novice teachers' knowledge of reading-related disabilities and dyslexia. Learning Disabilities: A Contemporary Journal, 15(2), 169-191.
  • Worthy, J., DeJulio, S., Svrcek, N., Villarreal, D. A., Derbyshire, C., LeeKeenan, K., Wiebe, M. T., Lammert, C., Rubin, J. C., & Salmerón, C. (2016). Teachers’ understandings, perspectives, and experiences of dyslexia. Literacy Research: Theory, Method, and Practice, 65(1), 436-453. https://doi.org/10.1177/2381336916661529
  • Yangın, S., Yangın, N., Önder, V., & Şavlığ, A. (2016). Classroom student teachers and academicians’ awarenesses about of various learning disabilities. Education Sciences, 11(4), 243-266. http://dx.doi.org/10.12739/NWSA.2016.11.4.1C0664
  • Yenilmez, K., & Kakmacı, Ö. (2008). The level of the readiness of seventh grade students in mathematics. Kastamonu Education Journal, 16(2), 529-542.
Toplam 53 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Üzerine Çalışmalar (Diğer)
Bölüm Makaleler
Yazarlar

Hatice Çetin 0000-0003-0686-8049

Selis Öncel 0009-0004-4446-5069

Erken Görünüm Tarihi 30 Nisan 2025
Yayımlanma Tarihi
Gönderilme Tarihi 13 Mayıs 2024
Kabul Tarihi 21 Ocak 2025
Yayımlandığı Sayı Yıl 2025 Erken Görünüm

Kaynak Göster

APA Çetin, H., & Öncel, S. (2025). Enhancing Pre-Service Primary School Teachers’ Knowledge and Perceptions of Dyslexia and Dyscalculia. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi1-14.
Ankara University Faculty of Educational Sciences Journal of Special Education is licensed under CC BY-NC-ND 4.0