Cover Image

Difficulties Encountered by a Dyslexic Secondary School Student in Learning Science and Suggestions for Solutions

Hamiye Tırıl, Seda Okumuş

Abstract


This study aims to reveal the problems faced by a dyslexic student in learning science and determine what can be considered an effective science teaching method for this kind of learner. The case study design was used, and the study was conducted with a 7th-grade dyslexic female student. This study used observations and a semi-structured interview form as data collection tools. According to the findings, the problems faced by the student with dyslexia in learning science were generally compatible with the literature and immediately affected science learning. It was deduced that the student's reading skills, writing skills, motor skills, attention, memory and comprehension, language skills, use of sensory organs, and math skills are effective in learning science and that the development of these skills is necessary for understanding and comprehending science. In order to develop these skills, it is predicted that technology-based student-centered activities and individualized teaching may be beneficial, which is in line with the constructivist philosophy. In addition, it may be practical to give technology-supported reading extracts containing scientific texts, tasks involving social interaction, and writing tasks to improve students' reading, writing, and language skills.


Full Text:

Download PDF

References


American Association for the Advancement of Science [AAAS]. (1993). Benchmarks for science literacy. New York, NY: Oxford University Press.

Aydoğdu, B., & Ergin, Ö. (2008). The effects of open-ended and inquiry-based laboratory techniques on students’ science process skills. Ege Journal of Education, 9(2), 15-36.

Balcı, E. (2019). Percentage and some characteristics of dyslexia in primary and secondary schools students. Millî Eğitim, 48(Special issue, 1), 717-736.

Balcı, E., & Çayır, A. (2017). The impact of multiple sensory learning in increasing the phonological awareness of a 4th grade student with dyslexia. Journal of Mother Tongue Education, 5(2), 201-216.

Başar, M., & Göncü, A. (2018). Clearing misconceptions of primary school teachers' about learning disabilities and evaluation of teacher opinions. H. U. Journal of Education, 33(1), 185-206. https://doi.org/10.16986/HUJE.2017027934

Benedek-Wood, E., Mason, L. H., Wood, P. H., Hoffman, K. E., & McGuire, A. (2014). An experimental examination of quick writing in the middle school science classroom. Learning Disabilities: A Contemporary Journal, 12(1), 69-92.

Bishop, D. V. M., McDonald, D., Bird, S., & Hayiou-Thomas, M. (2009). Children who read words accurately despite language impairment: Who are they and how do they do it? Child Development, 80, 593–605. https://doi.org/10.1111/j.1467-8624.2009.01281.x

Bonifacci, P., Montuschi, M., Lami, L., & Snowling, M. J. (2014). Parents of children with dyslexia: Cognitive, emotional and behavioural profile. Dyslexia, 20(2), 175-190. https://doi.org/10.1002/dys.1469

Conti-Ramsden, G., & Botting, N. (2004). Social difficulties and victimization in children with SLI at 11 years of age. Journal of Speech, Language, and Hearing Research. https://doi.org/10.1044/1092-4388(2004/013)

Çalışkan, T., & Kapucu, S. (2021). The effect of argumentation-based learning approach on students’ conceptions of learning science and approaches to learning science in the subject of astronomy. YYU Journal of Education Faculty, 18(1), 316-353. https://doi.org/10.33711/yyuefd.863217

Çeliktürk Sezgin, Z., & Akyol, H. (2015). Improving reading skills of fourth grade elementary student who has reading disability. Turkish Journal of Education, 4(2), 4-16.

Delimehmet Dada, Ş., & Ergül, C. (2020). Vocabulary and reading comprehension skills of students with learning disabilities and with typical development. Ankara University Faculty of Educational Sciences Journal of Special Education, 21(1), 1-22. https://doi.org/10.21565/ozelegitimdergisi.544840

Dilber, Y. (2017). Examination of the instructional process carried out by the science teachers with mainstreaming students diagnosed with learning disabilities. Retrieved from YOK Tez Merkezi (471999).

Demirel, R., & Özcan, H. (2021). The effect of argumentation based science and engineering practices on 7th grade students’ achievement about light topic. Aksaray Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 5(1), 100-111. https://doi.org/10.38122/ased.912508

Dündar, H., & Akyol, H. (2014). A case study regarding definition and solution of reading and comprehensive problems. Education and Science, 39(171), 361-377.

Ekşi Sınır, G. (2020). Comparison of problem solving, attention skills, and executive functions of students with and without special learning difficulties. Retrieved from YOK Tez Merkezi (610722).

Er Nas, S., Gülay, A., Pehlevan, M., & Delimehmet Dada, Ş. (2018). Investigation of the science and nature activities instructional process carried out by special education teachers. Atatürk University Kazım Karabekir Eğitim Faculty of Education, 36, 60-77.

Er Nas, S., Şenel Çoruhlu, T., Çalık, M., Ergül, C., & Gülay, A. (2019). Investigating the effectiveness of the science experiments guidebook for students with learning disabilities. Ankara University Faculty of Educational Sciences Journal of Special Education, 20(3), 501-534. https://doi.org/10.21565/ozelegitimdergisi.484937

Eyecioğlu, E., & Yeşilyurt, M. (2021). The effect of using digital experiments in science course on student success. Nişantaşı University Journal of Social Sciences, 9(1), 29-35. https://doi.org/10.52122/nisantasisbd.927422

Fırat, T., & Koçak, D. (2018). Investigating the opinions of class teachers’ on the concept of learning diffuculty. Abant İzzet Baysal University Journal of Faculty of Education, 18(2), 915-931.

Gebbels, S., Evans, S. M., & Murphy, L. A. (2010). Making science special for pupils with learning difficulties. British Journal of Special Education, 37(3), 139- 147. https://doi.org/10.1111/j.1467-8578.2010.00463.x

Gilbert, J. K., & Reiner, M. (2000). Thought experiments in science education: potential and current realization. International Journal of Science Education, 22(3), 265-283.

Griffin, C. C., Simmons, D. C., & Kameenui, E. J. (2006). Investigating the effectiveness of graphic organizer instruction on the comprehension and recall of science content by students with learning disabilities. Journal of Reading, Writing & Learning Disabilities, 7, 355-376.

Gök, G., & Erbaş, D. (2011). Okul öncesi eğitimi öğretmenlerinin kaynaştırma eğitimine ilişkin görüşleri ve önerileri [Preschool teachers' opinions and suggestions about inclusive education]. International Journal of Early Childhood Special Education, 3(1), 66-87.

Güven, E., & Aydoğdu, M. (2009). The effectiveness of the portfolio on achievement and permanence in the “systems of body structures” unit in the sixth grade science and technology lesson. Journal of Turkish Science Education, 6(2), 115-128.

Helland, W. A., Lundervold, A. J., Heimann, M., & Posserud, M. B. (2014). Stable associations between behavioral problems and language impairments across childhood-the importance of pragmatic language problems. Research in Developmental Disabilities, 35(5), 943–951. https:// doi.org/10.1016/j.ridd.2014.02.016

Horton, S. V., Lovitt, T. C., & Bergerud, D. (1990). The effectiveness of graphic organizers for three classifications of secondary students in content area classes. Journal of Learning Disabilities, 23(1), 12- 22. https:// doi.org/10.1177/002221949002300107

İdin, Ş., & Aydoğdu, C. (2021). The effect of enriched educational practices on science course achievements of 7th grade students, attitudes towards science and retention of knowledge. Gazi University Journal of Gazi Educational Faculty (GUJGEF), 41(1), 525-549.

İlik, Ş. Ş. (2009). An evaluation of the effectiveness of direct teaching methods on learning concepts of children with mild learning difficulties related to science and technology course. Retrieved from YOK Tez Merkezi (235060).

Johnson, M. M. (2013). The relationship between spelling ability and reading fluency and comprehension in elementary students. (Unpublished masters thesis), Northern Michigan University, Michigan.

Kaldenberg, E. R., Watt, S. J., & Therrien, W. J. (2014). Reading instruction in science for students with learning disabilities: A meta-analysis. Learning Disability Quarterly, 38(3), 160-173. https:// doi.org/10.1177/0731948714550204

Karaer, G. & Melekoğlu, M. A. (2020). Review of studies on teaching science to students with specific learning disabilities. Ankara University Faculty of Educational Sciences Journal of Special Education, 4, 789-818. https:// doi.org/10.21565/ozelegitimdergisi.532903

Kesikçi, H., & Amado, S. (2005). Okuma güçlüğü olan çocukların fonolojik bellek, kısa süreli bellek ve WISC-R testi puanlarına ait bir inceleme [An investigation of phonological memory, short-term memory and WISC-R test scores of children with reading difficulties]. Türk Psikoloji Dergisi, 20(55), 99-113.

Kirman Bilgin, A., & Yiğit, N. (2017). Investigation of student' responses on revelation of the relation between "particulate nature of matter" topic and contexts. Mersin University Journal of the Faculty of Education, 13(1), 303-322. http://dx.doi.org/10.17860/mersinefd.306003

Kolburan, Ş. G., & Erbay, E. Ö. (2015). A case of dyslexia in example of an educational leadership. Aydın İnsan ve Toplum Dergisi, 1(1), 1-31.

Korkmazlar, Ü. (2003). Özel öğrenme bozukluğu [specific learning disorder]. In A. Kulaksızoğlu (Ed.), Farklı gelişen çocuklar [Children who develop differently]. İstanbul: Remzi Kitabevi.

Korkmazlar, Ü. O. (2009). Özel Öğrenme Bozukluğu/Güçlüğü ve Özel Eğitim, II [Special Learning Disorder/Difficulty and Special Education, II]. Eğitim Psikolojisi Sempozyumu.

Laine, T. H., Nygren, E., Dirin, A., & Suk, H. J. (2016). Science Spots AR: a platform for science learning games with augmented reality. Educational Technology Research and Development, 64(3), 507-531.

Melekoğlu, M. A., & Çakıroğlu, O. (2017). Öğrenme güçlüğü olma riski taşıyan öğrencilere yönelik değerlendirme süreçleri [Assessment processes for students at risk of learning disabilities]. In M. A. Melekoğlu & O. Çakıroğlu (Eds.), Özel öğrenme güçlüğü olan çocuklar [Children with special learning difficulties] (pp. 101-122). Ankara: Vize Yayıncılık.

Ministry of Education [MoE]. (2013). İlköğretim kurumları (ilkokullar ve ortaokullar) fen bilimleri dersi (3, 4, 5, 6, 7 ve 8. sınıflar) öğretim programı [Primary education institutions (primary and secondary schools) science lesson (3, 4, 5, 6, 7 and 8th grades) curriculum]. Ankara.

Ministry of Education [MoE]. (2018). Fen bilimleri dersi öğretim programı: (ilkokul ve ortaokul 3, 4, 5, 6, 7 ve 8. sınıflar) [Science lesson curriculum: (primary and secondary school 3rd, 4th, 5th, 6th, 7th and 8th grades)]. Ankara.

National Research Council [NRC]. (2000). Inquiry and the national science education standards: A guide for teaching and learning. Washington, DC: National Academy Press.

NJCLD. (2014). The state of learning disabilities: facts, trends and emerging issues. New York: National Center for Learning Inc.

Odom, S. L. (2000). Preschool inclusion: What we know and where we go from here. Topics in Early Childhood Special Education, 20(1), 20-27.

Okumuş, S., & Doymuş, K. (2018a). The effect of implementing the seven principles for good practice with cooperative learning and models on 6th graders’ academic achievement in science. Journal of Bayburt Education Faculty, 13(25), 203-238.

Okumuş, S., & Doymuş, K. (2018b). The effect of using models with seven principles and cooperative learning on students’ conceptual understandings. Abant İzzet Baysal University Journal of Faculty of Education, 18(3), 1603-1638.

Olson, J. L., & Platt, J. C. (2004). Teaching children and adolescents with special needs. Saddle River, NJ: Merrill.

Ormsbee, C. K., & Finson, K. D. (2000). Modifying science activities and materials to enhance instruction for students with learning and behavioral problems. Intervention in School and Clinic, 36(1), 10-21. https:// doi.org/10.1177/105345120003600102

Rodriguez-Hernandez, B. A., & Silva-Maceda, G. (2021). Impact of instructional sequence to teach argumentative writing to disadvantaged students using the opinion article. International Journal of Instruction, 14(4), 103-118.

Sarı, O. T., & Biçer, E. (2020). Öğrenme güçlüğü olan çocuklarda bireysel destek eğitim programı uygulaması [Application of individual support education program for children with learning disabilities]. Dicle University Jounal Ziya Gökalp Faculty of Education, 38(1), 1-17. http://dx.doi.org/10.14582/DUZGEF.2020.149

Scruggs, T. E., Mastropieri, M. A., & Boon, R. (1998). Science education for students with disabilities: A review of recent research. Studies in Science Education, 32(1), 21-44. http://dx.doi.org/10.1080/03057269808560126

Shaywitz, S. E., Fletcher, J. M., & Shaywitz, B. A. (1994). Issues in the definition and classification of attention deficit disorder. Topics in Language Disorders, 14, 1- 25.

Seçkin Yılmaz, Ş., & Sarı, K. R. (2020). Examination of oral language skills of students with dyslexia. Kastamonu Education Journal, 18(3), 1102-1114. https://doi.org/10.24106/kefdergi.3896

Seçkin Yılmaz, Ş., & Şemşedinovksa, B. (2020). Examination of pragmatic language skills of students with and without learning disabilities. Journal of Language, Speech and Swallowing Research, 3(3), 335-355.

Seçkin Yılmaz, Ş., & Yaşaroğlu, H. (2020). Investigating of reading, vocabulary knowledge and verbal memory performances of students with learning disabilities. Ankara University Journal of Faculty of Educational Sciences, 53(2), 751-780. https://doi.org/10.30964/auebfd.588849

Snowling, M. J., Hayiou‐Thomas, M. E., Nash, H. M., & Hulme, C. (2019). Dyslexia and developmental language disorder: Comorbid disorders with distinct effects on reading comprehension. Journal of Child Psychology and Psychiatry, 61(6), 672-680. https://doi.org./10.1111/jcpp.13140

Stake, R. (1995). The art of case study research. Thousand Oaks, CA: Sage.

Sucuoğlu, B., & Akalın, S. (2010). Eco-behavioral assessment: An alternative method for assessing mainstreamed classrooms in Turkey. Ankara University Journal of Faculty of Educational Sciences, 11(1) 19- 42.

Tangkakarn, B., & Gampper, C. (2020). The effects of reading-while-listening and listening-before-reading-while-listening on listening and vocabulary. International Journal of Instruction, 13(3), 789-804. https://doi.org/10.29333/iji.2020.13353a

Taymaz Sarı, O., & Biçer, E. (2020). Öğrenme güçlüğü olan çocuklarda bireysel destek eğitim programı uygulaması [Application of individual support education program for children with learning disabilities]. Dicle University Jounal Ziya Gökalp Faculty of Education, 38, 1-17. http://dx.doi.org/10.14582/DUZGEF.2020.149

Therrien, W. J., Taylor, J. C., Hosp, J. L., Kaldenberg, E. R., & Gorsh, J. (2011). Science instruction for students with learning disabilities: A meta-analysis. Learning Disabilities Research & Practice, 26(4), 188–203. http://dx.doi.org/ 10.1111/j.1540-5826.2011.00340.x.

Turan, Z., & Atila, G. (2021) Augmented reality technology in science education for students with specific learning difficulties: its effect on students’ learning and views. Research in Science & Technological Education, 39(4), 506-524, http://dx.doi.org/10.1080/02635143.2021.1901682

Vatansever Bayraktar, H. (2015). Student motivation in classroom management and factors that affect motivation. Turkish Studies, 10(3), 1079-1100. http://dx.doi.org/10.7827/TurkishStudies

Ward, L. (2010). Teaching science to dyslexic children. Primary Science, 112, 29-32.

World Health Organization [WHO]. (2011). World report on disability. Retrieved from http://www.who.int/disabilities/world_report/2011/report.pdf?ua=1

Yin, R. (2003). Case study research: Design and methods (3rd Ed.). Thousand Oaks, CA: Sage.




DOI: https://doi.org/10.17509/jsl.v5i3.44559

Refbacks

  • There are currently no refbacks.




Copyright (c) 2022 Hamiye Tiril, Seda Okumuş

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Journal of Science Learning is published by Universitas Pendidikan Indonesia
in collaboration with the Indonesian Society of Science Educators
Jl. Dr. Setiabudhi 229 Bandung 40154, West Java, Indonesia
Website: http://www.upi.edu
Email: js
learning@upi.edu
View My Stats