Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|
| READING DIFFICULTY: DIAGNOSIS and INTERVENTION | ÖE4216414 | Spring Semester | 3+0 | 3 | 4 |
| 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. | 10, 16, 9 | A |
| Teaching Methods: | 10: Discussion Method, 16: Question - Answer Technique, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|
| 1 | Introduction, syllabus description/Key concepts | Weekly documents |
| 2 | 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 | ÖE4216414 | Spring Semester | 3+0 | 3 | 4 |
| 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. | 10, 16, 9 | A |
| Teaching Methods: | 10: Discussion Method, 16: Question - Answer Technique, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|
| 1 | Introduction, syllabus description/Key concepts | Weekly documents |
| 2 | 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 |
Numerical Data
Publication Date: 03/10/2023 - 09:38Last Update Date: 03/10/2023 - 09:50
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