MIER Journal of Educational Studies Trends & Practices

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Effect of Colour Usage and Dialogue Reading Practices in Solving the Visual and Auditory Perception Problems of Students with Dyslexia


Affiliations
1 Professor, Department of Primary Education, Usak University, Turkey
2 Research Scholar, Department of Special Education, Anadolu University, Turkey
3 Research Scholar, Department of Special Education, Usak University, Turkey
     

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Dyslexia is a specific learning disability in reading. It is the most prevalent learning disability. This study aims to reveal the effect of the use of colours, peer assessment and reading dialogues on the education of students with dyslexia. The study uses a technical collaborative action research method. Two male students diagnosed with dyslexia and studying in the second year of primary school were participants in the study. The study lasted for 12 weeks following the research plan. The students were required to read the chosen tales in Aesop’s Tales aloud. After reading the stories, the students also read selected dialogues in the elementary school course books determined by the Ministry of National Education. Two letters by which the students got confused were marked in two different colours in the first text. The colouring gradually reduced in the new text. There was no colouring in the last text. Results show that the use of colours was effective in reducing the confusion of letters. The students corrected their mistakes mutually through the peer assessment method. The students liked the reading activity and made fewer reading errors compared to other texts

Keywords

Dyslexia, Use of Colours, Peer Assessment, Dialogue Reading
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  • Effect of Colour Usage and Dialogue Reading Practices in Solving the Visual and Auditory Perception Problems of Students with Dyslexia

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Authors

Murat Başar
Professor, Department of Primary Education, Usak University, Turkey
Muhammet Sait Baran
Research Scholar, Department of Special Education, Anadolu University, Turkey
Ahmet Göncü
Research Scholar, Department of Special Education, Usak University, Turkey

Abstract


Dyslexia is a specific learning disability in reading. It is the most prevalent learning disability. This study aims to reveal the effect of the use of colours, peer assessment and reading dialogues on the education of students with dyslexia. The study uses a technical collaborative action research method. Two male students diagnosed with dyslexia and studying in the second year of primary school were participants in the study. The study lasted for 12 weeks following the research plan. The students were required to read the chosen tales in Aesop’s Tales aloud. After reading the stories, the students also read selected dialogues in the elementary school course books determined by the Ministry of National Education. Two letters by which the students got confused were marked in two different colours in the first text. The colouring gradually reduced in the new text. There was no colouring in the last text. Results show that the use of colours was effective in reducing the confusion of letters. The students corrected their mistakes mutually through the peer assessment method. The students liked the reading activity and made fewer reading errors compared to other texts

Keywords


Dyslexia, Use of Colours, Peer Assessment, Dialogue Reading

References