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Journals / Batı Anadolu Eğitim Bilimleri Dergisi / 2026 / Cilt: 17 Sayı: 2

What Do Turkish Language Teachers Think About Reading Difficulties?

Türkçe Öğretmenleri Okuma Güçlüğü Hakkında Ne Düşünüyor?

Mehmet Gürbüz(UŞAK ÜNİVERSİTESİ, EĞİTİM FAKÜLTESİ, ÖZEL EĞİTİM BÖLÜMÜ)0000-0003-2811-9946
Gamze Efe(UŞAK ÜNİVERSİTESİ)0000-0002-7591-8591
Pages
1824–1846
Publication Date
2026-08-28
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

According to the results of the study, it was determined that teachers mostly used open-ended questions and multiple-choice tests to assess reading skills.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:The aim of this study is to reveal the views of Turkish language teachers on reading difficulties.
📊
Key Findings & Data:The study group of the research consists of 30 Turkish language teachers.
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Conclusion & Impact:According to the results of the study, it was determined that teachers mostly used open-ended questions and multiple-choice tests to assess reading skills.
🔬Design:Araştırma Makalesi
📍Scope:Comprehensive Sample
⚙️Variables:okuma · okuma güçlüğü · türkçe öğretmenleri

Abstract

The aim of this study is to reveal the views of Turkish language teachers on reading difficulties. Case study, which is among qualitative research methods, was used in the research. The study group of the research consists of 30 Turkish language teachers. The study data were collected through a semi-structured interview form and analyzed by content analysis. The themes of reading skills assessment methods, characteristics of students with reading difficulties, intervention methods and recommendations were reached. According to the results of the study, it was determined that teachers mostly used open-ended questions and multiple-choice tests to assess reading skills. Among the characteristics of students with reading difficulties, teachers stated that they read slowly and make many mistakes, have difficulty in making sense of what they read, and have low self-confidence and reluctance towards reading activities. When the intervention methods used by the teachers for students with reading difficulties were examined, they stated that they carried out individual studies, took into account the level of the student while preparing materials, asked for expert help, and used paired and echo reading methods. It was revealed that the most frequently expressed suggestions of the teachers were that students with reading difficulties should be identified at the earliest possible period through early screening and that parents and teachers should be given training about reading difficulties.

Özet

Bu araştırmanın amacı Türkçe öğretmenlerinin okuma güçlüğüne ilişkin görüşlerini ortaya koymaktır. Araştırmada nitel araştırma yöntemleri arasında yer alan durum çalışması kullanılmıştır. Araştırmanın çalışma grubunu 30 Türkçe öğretmeni oluşturmaktadır. Çalışma verileri yarı yapılandırılmış görüşme formu yoluyla toplanmış ve içerik analizi ile çözümlenmiştir. Araştırmada okuma becerisini değerlendirme yöntemleri, okuma güçlüğü olan öğrencilerin özellikleri ve okuma güçlüğü olan öğrencilere yönelik müdahale önerileri temalarına ulaşılmıştır. Araştırma sonuçlarına göre öğretmenlerin en fazla açık uçlu soruları ve çoktan seçmeli testleri kullanarak okuma becerilerini değerlendirdikleri belirlenmiştir. Öğretmenler okuma güçlüğü olan öğrencilerin özellikleri arasında yavaş ve fazla sayıda hata yaparak okuduklarını, okuduklarını anlamlandırmada güçlük yaşadıklarını, okuma etkinliklerine yönelik düşük özgüvene ve isteksizliğe sahip olduklarını belirtmişlerdir. Öğretmenlerin okuma güçlüğü olan öğrencilere yönelik gerçekleştirdikleri müdahale yöntemleri incelendiğinde bireysel çalışmalar yaptıkları, materyal hazırlarken öğrenci seviyesini dikkate aldıklarını, uzman yardımı istediklerini, eşli ve eko okuma yöntemlerini kullandıklarını dile getirmişlerdir. Öğretmenlerin en fazla dile getirdikleri önerilerin ise okuma güçlüğü olan öğrencilerin erken dönemde yapılacak taramalarla olabilecek en erken dönemde tespit edilmesi gerektiği, ebeveynlere ve öğretmenlere okuma güçlüğü hakkında eğitimler verilmesi gerektiği olduğu ortaya konulmuştur.

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Cite This Article

Gürbüz, M., Efe, G. (2026). What Do Turkish Language Teachers Think About Reading Difficulties?. Batı Anadolu Eğitim Bilimleri Dergisi, Cilt: 17 Sayı: 2, 1824–1846. https://doi.org/10.51460/baebd.1833368

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