Definition of reading difficulties, causes, prevalence, and characteristics of individuals with reading difficulties
Weekly documents
3
Assessment of reading difficulties/Reading errors/Early literacy skills
Weekly documents
4
Auditory and visual perception practices
Weekly documents
5
Developing phonological awareness
Weekly documents
6
Developing letter knowledge
Weekly documents
7
Developing vocabulary
Weekly documents
8
Developing fluency
Weekly documents
9
Developing reading comprehension
Weekly documents
10
Developing reading comprehension 2
Weekly documents
11
Presentation week
-
12
Presentation week 2
-
13
Presentation week 3
-
14
Review
-
Resources
● Karabulut, R. (Ed.). (2022). Özel gereksinimli çocuklar ve özel eğitim. Eğiten Kitap.
● Melekoğlu, M. A. ve Sak, U. (2017). Öğrenme güçlüğü ve özel yetenek. Pegem Akademi
● Toros, F. ve Torun, Ş. (2021). Özgül öğrenme bozukluğu. Akademisyen Kitabevi.
● Yılmaz, M. (2022). Okuma güçlüğü ve tedavisi (2. Baskı). Gece Kitaplığı.
Course Contribution to Program Qualifications
Course Contribution to Program Qualifications
No
Program Qualification
Contribution Level
1
2
3
4
5
1
It compares theories of development and learning in the field of special education.
X
2
Explains national legislation and education policies related to special education in the context of professional practice.
3
Explains assessment processes and data-driven decision-making approaches in special education.
4
Explains the developmental characteristics and educational needs of individuals with special needs in accordance with theoretical foundations.
X
5
Designs teaching/technological materials appropriate to student needs.
6
It adapts the general education program in terms of content, process, environment and assessment in line with inclusive education principles.
7
Develops an Individualized Education Program (IEP) based on student performance.
X
8
Conducts functional behavior assessment and behavior change processes.
X
9
They recognize their responsibility to serve as a role model for society, colleagues and students through their appearance, attitude, demeanor, and professional conduct.
X
10
Uses national and international scientific resources related to their field in their professional practice.
X
11
It carries out social responsibility initiatives related to its field.
X
12
Evaluates the effectiveness of teaching practices.
X
12
Evaluates the effectiveness of teaching practices.
X
13
Plans the family and interdisciplinary team collaboration process.
X
14
Conducts professional practices in accordance with ethical principles and relevant legislation.
X
15
It carries out its professional practices in line with the educational and social rights of individuals with special needs.
X
16
Participates in scientific and professional development activities in their field.
X
Assessment Methods
Contribution Level
Absolute Evaluation
Rate of Midterm Exam to Success
40
Rate of Final Exam to Success
60
Total
100
ECTS / Workload Table
Activities
Number of
Duration(Hour)
Total Workload(Hour)
Course Hours
14
2
28
Guided Problem Solving
0
0
0
Resolution of Homework Problems and Submission as a Report
1
35
35
Term Project
0
0
0
Presentation of Project / Seminar
0
0
0
Quiz
0
0
0
Midterm Exam
1
30
30
General Exam
1
35
35
Performance Task, Maintenance Plan
0
0
0
Total Workload(Hour)
128
Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(128/30)
4
ECTS of the course: 30 hours of work is counted as 1 ECTS credit.
Detail Informations of the Course
Course Description
Course
Code
Semester
T+P (Hour)
Credit
ECTS
READING DIFFICULTY: DIAGNOSIS and INTERVENTION
ÖE2216414
Spring Semester
3+0
3
4
Course Program
Prerequisites Courses
Recommended Elective Courses
Language of Course
Turkish
Course Level
First Cycle (Bachelor's Degree)
Course Type
Elective
Course Coordinator
Assist.Prof. Aslin ARSLANOĞLU ÖSER
Name of Lecturer(s)
Assist.Prof. Aslin ARSLANOĞLU ÖSER
Assistant(s)
Aim
Course Content
This course contains; Introduction, syllabus description/Key concepts,Definition of reading difficulties, causes, prevalence, and characteristics of individuals with reading difficulties,Assessment of reading difficulties/Reading errors/Early literacy skills,Auditory and visual perception practices,Developing phonological awareness,Developing letter knowledge,Developing vocabulary,Developing fluency,Developing reading comprehension,Developing reading comprehension 2,Presentation week,Presentation week 2,Presentation week 3,Review.
Course Learning Outcomes
Teaching Methods
Assessment Methods
1. Explains the causes of reading difficulties.
10, 16, 9
A
2. Describes the characteristics of students with reading difficulties.
10, 16, 9
A
3. Explains the assessment process for reading difficulties.
10, 16, 9
A
4. Plans activities for students with reading difficulties.
10, 16, 9
A
5. Illustrates methods and strategies used for reading difficulties.
10, 16, 9
A
6. Provides examples of technology use in reading difficulty interventions.
Definition of reading difficulties, causes, prevalence, and characteristics of individuals with reading difficulties
Weekly documents
3
Assessment of reading difficulties/Reading errors/Early literacy skills
Weekly documents
4
Auditory and visual perception practices
Weekly documents
5
Developing phonological awareness
Weekly documents
6
Developing letter knowledge
Weekly documents
7
Developing vocabulary
Weekly documents
8
Developing fluency
Weekly documents
9
Developing reading comprehension
Weekly documents
10
Developing reading comprehension 2
Weekly documents
11
Presentation week
-
12
Presentation week 2
-
13
Presentation week 3
-
14
Review
-
Resources
● Karabulut, R. (Ed.). (2022). Özel gereksinimli çocuklar ve özel eğitim. Eğiten Kitap.
● Melekoğlu, M. A. ve Sak, U. (2017). Öğrenme güçlüğü ve özel yetenek. Pegem Akademi
● Toros, F. ve Torun, Ş. (2021). Özgül öğrenme bozukluğu. Akademisyen Kitabevi.
● Yılmaz, M. (2022). Okuma güçlüğü ve tedavisi (2. Baskı). Gece Kitaplığı.
Course Contribution to Program Qualifications
Course Contribution to Program Qualifications
No
Program Qualification
Contribution Level
1
2
3
4
5
1
It compares theories of development and learning in the field of special education.
X
2
Explains national legislation and education policies related to special education in the context of professional practice.
3
Explains assessment processes and data-driven decision-making approaches in special education.
4
Explains the developmental characteristics and educational needs of individuals with special needs in accordance with theoretical foundations.
X
5
Designs teaching/technological materials appropriate to student needs.
6
It adapts the general education program in terms of content, process, environment and assessment in line with inclusive education principles.
7
Develops an Individualized Education Program (IEP) based on student performance.
X
8
Conducts functional behavior assessment and behavior change processes.
X
9
They recognize their responsibility to serve as a role model for society, colleagues and students through their appearance, attitude, demeanor, and professional conduct.
X
10
Uses national and international scientific resources related to their field in their professional practice.
X
11
It carries out social responsibility initiatives related to its field.
X
12
Evaluates the effectiveness of teaching practices.
X
12
Evaluates the effectiveness of teaching practices.
X
13
Plans the family and interdisciplinary team collaboration process.
X
14
Conducts professional practices in accordance with ethical principles and relevant legislation.
X
15
It carries out its professional practices in line with the educational and social rights of individuals with special needs.
X
16
Participates in scientific and professional development activities in their field.
