Abstract
The main aim of this study is to investigate reading error types, reading levels and reading speeds of students with special learning difficulties (SLD). A case study model was used in the research. The research was carried out with 34 students enrolled in Grades 3–8, who were diagnosed with SLD in Konya in the 2019–2020 academic year. In the data analysis, while ‘error analysis’ was used for reading error types, the formula Number of Words Correctly Read ÷ Total Word Number of Text × 100 was utilised to determine reading levels. As for the identification of reading rates, the number of words read correctly in one minute was determined. According to the results of the research, the error types displayed by the students with SLD in the texts that are suitable for the classes that they attend and in the texts that belong to lower grade levels than their actual grade levels were found to be misreading, hesitating while reading, repeating, omitting a sound/syllable/word or skipping a line, substituting a sound/syllable or a word, pausing while reading, correction and reversing sounds.
 
 Keywords: Special learning difficulties, reading difficulty, reading error types, reading levels, case study.
Highlights
According to DSM-V (2013), special learning difficulty (SLD) is defined as ‘a neurodevelopmental disorder with a biological origin that forms the basis of abnormalities at the cognitive level’
The fact that the number of participating students with SLD is high, the participating students attend different classes in different grades and are at different ages, and the texts read in this study are both suitable for their grade levels and two grades lower than their actual grade levels are the features that are considered to be important for this research
It was observed that the students who participated in the study had similar reading error types while reading the texts suitable for their grade levels and lower grades
Summary
According to DSM-V (2013), special learning difficulty (SLD) is defined as ‘a neurodevelopmental disorder with a biological origin that forms the basis of abnormalities at the cognitive level’. SLD can be expressed as the occurrence of problems in listening, thinking, speaking, reading, writing and mathematical fields due to the effect of one or more cognitive processes in understanding and using the written and spoken language (Fuchs, Fuchs, Mates & Lipsey, 2000; Silver et al, 2008). It is not known exactly what caused SLD (Bender, 2004). Studies indicate that approximately 80% of individuals with learning difficulties (Eden & Vaidya, 2008) have problems with reading disability (Bender, 2004; Eden & Vaidya, 2008; Silliman & Scott, 2006)
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