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Journals / Turkish Journal of Special Education Research and Practice / 2026 / Cilt: 7 Sayı: 1

Rethinking Dialogic Reading for Children with Specific Learning Disorder: Enhancing Reading Attitude and Social Skills

Özel Öğrenme Güçlüğü Olan Çocuklar İçin Etkileşimli Okumayı Yeniden Düşünmek: Okuma Tutumunu ve Sosyal Becerileri Geliştirme

Gizem Yağmur Değirmenci(Hacettepe Üniversitesi)0000-0002-7690-7931
Çiğdem Kaymaz(NİĞDE ÜNİVERSİTESİ, NİĞDE ZÜBEYDE HANIM SAĞLIK YÜKSEKOKULU)0000-0002-9962-0159
Emre Yıldız(KIRIKKALE ÜNİVERSİTESİ, KESKİN MESLEK YÜKSEKOKULU)0000-0002-3060-5081
Aslı Aslı İzoğlu Tok(KIRSEHIR AHI EVRAN UNIVERSITY)
Semra Şahin(HACETTEPE ÜNİVERSİTESİ)0000-0001-5132-1451
Pages
29–40
Publication Date
2025-09-06
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AI Summary & Key Takeaways

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

In addition, this paper offers a roadmap for planning, implementing, and evaluating the program, which can be used by teachers and other professionals working with children in school or clinical settings.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:Programs for children with specific learning disorder (SLD) often aim to improve reading and related academic skills.
📊
Key Findings & Data:However, children with SLD are known to develop negative attitudes toward reading, which may reduce their engagement in academic activities.
💡
Conclusion & Impact:In addition, this paper offers a roadmap for planning, implementing, and evaluating the program, which can be used by teachers and other professionals working with children in school or clinical settings.
🔬Design:Derleme
📍Scope:Comprehensive Sample
⚙️Variables:Özel öğrenme güçlüğü · etkileşimli okuma · sosyal beceri.

Abstract

Programs for children with specific learning disorder (SLD) often aim to improve reading and related academic skills. However, children with SLD are known to develop negative attitudes toward reading, which may reduce their engagement in academic activities. Supporting all developmental areas of children with SLD is essential for a successful school life. This position paper was developed based on a program designed to promote children’s development through dialogic reading. It provides a detailed explanation of how to use dialogic reading with children with SLD and how to support their cognitive, language, and motor development. In addition, this paper offers a roadmap for planning, implementing, and evaluating the program, which can be used by teachers and other professionals working with children in school or clinical settings.

Özet

Özel öğrenme güçlüğü olan çocuklar için geliştirilen programlar çoğu kez akademik becerilerle ilişkilendirilmektedir. Ancak güçlüğün doğası ile uyumlu biçimde, bu grupta yer alan çocukların okumaya karşı negatif tutumları olabilmekte ve çoğu zaman akademik becerilerin geliştirilmesinde engelleyici bir rol üstlenebilmektedir. Oysa, başarılı bir okul yaşamı için bütüncül ve gelişimsel bir bakış açısı gereklidir. Bu çalışma, özel öğrenme güçlüğü olan çocukların okumaya karşı tutumlarını iyileştirmeyi ve başarılı bir okul hayatı için gerekli olan sosyal becerilerini artırmayı amaçlamaktadır. Geliştirilen öğretim uygulaması örneği etkileşimli okuma yoluyla çocukların gelişimini desteklemeyi amaçlayan bir programa dayalı olarak hazırlanmıştır. Özel öğrenme güçlüğü olan çocuklarla etkileşimli okumanın nasıl kullanılacağı ve sosyal, bilişsel, dil ve motor gelişim alanlarının nasıl desteklenebileceği konusunda ayrıntılı açıklamalar içermektedir. Çocuklarla okul ve klinik ortamlarda çalışan profesyoneller tarafından programın kullanılabilmesi için gerekli olan tüm basamaklar: programın planlanması, uygulanması ve değerlendirilmesi için bir yol haritası da sunulmaktadır.

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Cite This Article

Değirmenci, G. Y., Kaymaz, Ç., Yıldız, E., Tok, A. A. İ., Şahin, S. (2025). Rethinking Dialogic Reading for Children with Specific Learning Disorder: Enhancing Reading Attitude and Social Skills. Turkish Journal of Special Education Research and Practice, Cilt: 7 Sayı: 1, 29–40. https://doi.org/10.37233/trsped.drr.1514671

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