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Developmental dyslexia is recognized worldwide. However, there are cultural differences between countries in dyslexia-related issues, including assessment practices and intervention. Language and orthography are essential cultural factors that influence both literacy acquisition and the possible manifestation of developmental dyslexia. These differences in orthographies impose different culturally specific demands on cognitive processes involved in reading acquisition and performance. This special issue focuses on the current research on different writing systems and orthographies and on the theoretical perspectives arising from findings from different orthographies. Thereby, the impact of writing systems and orthographies (e.g., English, Italian, Japanese, Portuguese, Chinese, Bahasa Melayu/Malaysian and braille script) on unimpaired and impaired reading acquisition is considered with regard to the following literacy-relevant issues: (1) the assessment of reading skills and reading-relevant cognitive functions, (2) neurobiological findings and (3) intervention. The findings and theoretical perspectives are discussed within the Multiple-level Framework of Developmental Dyslexia, which is described in detail in a contribution of the special issue.
Developmental dyslexia is recognized worldwide. However, there are cultural differences between countries in dyslexia-related issues, including assessment practices and intervention. Language and orthography are essential cultural factors that influence both literacy acquisition and the possible manifestation of developmental dyslexia. These differences in orthographies impose different culturally specific demands on cognitive processes involved in reading acquisition and performance. This special issue focuses on the current research on different writing systems and orthographies and on the theoretical perspectives arising from findings from different orthographies. Thereby, the impact of writing systems and orthographies (e.g., English, Italian, Japanese, Portuguese, Chinese, Bahasa Melayu/Malaysian and braille script) on unimpaired and impaired reading acquisition is considered with regard to the following literacy-relevant issues: (1) the assessment of reading skills and reading-relevant cognitive functions, (2) neurobiological findings and (3) intervention. The findings and theoretical perspectives are discussed within the Multiple-level Framework of Developmental Dyslexia, which is described in detail in a contribution of the special issue.
Çalışmanın amacı kelime tanıma, akıcı okuma ve okuduğunu anlama becerilerini etkileyen önemli bir değişken olan ortografik farkındalığın ilkokul düzeyinde ve Türkçe bağlamında yapılandırılmış bir testini geliştirmektir. Bu amaç doğrultusunda kelime düzeyinde ortografik farkındalık testi geliştirilmeye çalışılmıştır. Testin geliştirilme sürecinde test maddelerinin yazılması, pilot uygulamalar yapılması, madde analizi, geçerlilik ve güvenirlik çalışmaları işlem basamakları olarak takip edilmiş ve sunulmuştur. Araştırmanın çalışma grubunu Manisa ili Şehzadeler ilçesinde bulunan bir devlet okulunun üç 3. sınıf şubesi (N=111) oluşturmuştur. Çalışmada veri toplama aracı olarak Kelime Düzeyinde Ortografik Farkındalık Testi kullanılmıştır. Bu testin uygulama formunda toplam 40 madde yer almıştır. Çalışmada elde edilen veriler önce Microsoft Excel programına girilmiştir. Daha sonra veriler IBM SPSS ve Jamovi programlarına aktarılmıştır. Elde edilen veriler üzerinde madde ve güvenirlilik analizleri gerçekleştirilmiştir. Yapılan madde güçlük ve ayırt edicilik indekslerine ilişkin hesaplamalar ve güvenirlik analizleri sonucunda, geliştirilen kelime düzeyinde ortografik farkındalık testinin ilkokul düzeyinde okuma becerisi ve ilişkili bilişsel yapıları daha nitelikli bir şekilde değerlendirilebilecek güvenilir ve geçerli bir test olduğu ortaya konulmuştur.
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