Abstract
The purpose of the present research was to provide information to the community about the reading subskill profiles of children with dyslexia in primary and secondary school students. 175 children (aged 7-15 yrs) were examined on a varied set of phonological coding, spelling and fluent reading tasks. For this purpose, students’ fluent reading were determined using The Informal Reading Inventory. The student’s letter recognition and phonetics were measured by the alphabet test. The syllable test was used to measure the learner’s ability to read syllables. Results have shown that most of the dyslexic students have the spelling problem (35%) and fluent reading problem (51%). The proportion of students who can only learn letters (5%) and students who never learn to read (7%) is very small. Results revealed that dyslexic students do not have any significant problems in the phonological coding process but these students at each grade level have problems especially in spelling and fluent reading processes.
Highlights
Reading does not constitute a skill that occurs naturally in an individual
This study examines the reading levels of the students with dyslexia taking into consideration their grade levels
The first table shows the students with dyslexia who can by no means recognize letters and learn to read by their grade levels
Summary
Reading does not constitute a skill that occurs naturally in an individual. Rather, it is one of the most difficult and complex skills acquired in human life. Learning to read is a cognitive and linguistic skill, and can usually be acquired through external support. It is linguistic since it is learnt using certain areas of the brain during the processing of language. It is cognitive for as much as the existing cognitive reserves of the brain are used during learning to read. Learning to read has a cognitive-linguistic structure (Shaywitz, 2003; Shaywitz, 1998)
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