Una revisión de los estudios sobre las discapacidades en el aprendizaje a través del análisis de contenidos
Resumen La discapacidad en el aprendizaje está asociada con la incapacidad para hablar, escuchar, razonar, leer o escribir o con los problemas con las habilidades aritméticas y matemáticas; además, su prevalencia ha aumentado notablemente entre los niños en edad escolar, especialmente en los últimos años. Este estudio tiene como objetivo determinar la situación actual y las tendencias en la investigación sobre la discapacidad en el aprendizaje a través del análisis de contenidos. Se ha utilizado el análisis de contenido como método de investigación cualitativa. Los datos del estudio se obtuvieron de Web of Science utilizando las palabras clave “learning disability”. Para analizar los datos obtenidos se utilizaron criterios de análisis de contenido previamente determinados. Estos criterios incluían el año de publicación, el tipo de documento, la organización, los organismos de financiación, los autores, el nombre de la revista, el país, el idioma y el área de investigación de las investigaciones. Los datos se analizaron y se proporcionaron con frecuencia y porcentajes y se mostraron con tablas y gráficos. Los resultados se presentan en detalle con referencia a la literatura anterior y se proporcionan recomendaciones para investigaciones y prácticas adicionales.
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Demirci, N., & Demirci, P. T. (2016). Ozel ogrenme guclugu olan cocuklarin kaba ve ince motor becerilerinin degerlendirilmesi. Inonu Universitesi Beden Egitimi ve Spor Bilimleri Dergisi, 3(1), 47-57.
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Dohla, D., & Heim, S. (2016). Developmental dyslexia and dysgraphia: What can we learn from the one about the other? Frontiers in Psychology, 6, 2045. doi:https://doi.org/10.3389/fpsyg.2015.02045
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Grünke, M., & Morrison Cavendish, W. (2016). Learning disabilities around the globe: Making sense of the heterogeneity of the different viewpoints. Learning Disabilities: A Contemporary Journal, 14(1), 1-8.
Hen, M., & Goroshit, M. (2014). Academic procrastination, emotional intelligence, academic self-efficacy, and GPA: A comparison between students with and without learning disabilities. Journal of Learning Disabilities, 47(2), 116-124. doi:https://doi.org/10.1177/0022219412439325
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Lin, T. C., Lin, T. J. & Tsai, C. C. (2014). Research trends in science education from 2008 to 2012: A systematic content analysis of publications in selected journals. International Journal of Science Education, 36(8), 1346-1372. doi:https://doi.org/10.1080/09500693.2013.864428
McKenna, J. W., Shin, M. & Ciullo, S. (2015). Evaluating reading and mathematics instruction for students with learning disabilities: A synthesis of observation research. Learning Disability Quarterly, 38(4), 195-207. doi:https://doi.org/10.1177/0731948714564576
Melekoglu, M. A., & Cakiroglu, O. (2017). Ozel ogrenme guclugu olan cocuklar. Ankara: Vize Yayincilik. doi:https://doi.org/10.14527/9786053188049.01
Mutlu, Y., & Akgun, L. (2017). Matematik ogrenme guclugunu tanilamada yeni bir model onerisi: Coklu suzgec modeli. Ilkogretim Online, 16(3), 1153-1173. doi:https://doi.org/10.17051/ilkonline.2017.330248
Raschle, N. M., Becker, B. L. C., Smith, S., Fehlbaum, L. V., Wang, Y., & Gaab, N. (2015). Investigating the influences of language delay and/or familial risk for dyslexia on brain structure in 5-year-olds. Cerebral Cortex, 27(1), 764-776. doi:https://doi.org/10.1093/cercor/bhv267
Sridevi, G., George, A. G., Sriveni, D., & Rangaswami, K. (2015). Learning disability and behavior problems among school going children. Journal of Disability Studies, 1(1), 4-9.
Torgesen, J. K. (1999). Phonologically based reading disabilities: Toward a coherent theory of one kind of learning disability. In R. Sternberg (Ed.), Perspectives on learning disabilities. Biological, Cognitive, Contextual (pp. 106-135). New York, USA: Routledge. doi:https://doi.org/10.4324/9780429498381-5
Aslan, K. (2015). Ozgul ogrenme guclugunun erken donem belirtileri ve erken mudahale uygulamalar?na dair derleme. Hacettepe University Faculty of Health Sciences Journal, 1(2), 577-588.
Bakkalbasi, N., Bauer, K., Glover, J., & Wang, L. (2006). Three options for citation tracking: Google Scholar, Scopus and Web of Science. Biomedical Digital Libraries, 3(1), 1-8. doi:https://doi.org/10.1186/1742-5581-3-7
Balci, E. (2017). Disleksi hakkinda gercekler: Disleksi nedir ve ne degildir? Trakya Universitesi Sosyal Bilimler Dergisi, 19(1), 1-17.
Berninger, V. W., & Wolf, B. J. (2016). Dyslexia, dysgraphia, OWL LD, and dyscalculia. Baltimore, MD: Paul H. Brookes Publishing Co.
Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education. New York: Routledge. doi:https://doi.org/10.4324/9780203029053
Cornoldi, C., Giofre, D., Orsini, A. & Pezzuti, L. (2014). Differences in the intellectual profile of children with intellectual vs. learning disability. Research in Developmental Disabilities, 35(9), 2224-2230. doi:https://doi.org/10.1016/j.ridd.2014.05.013
Cortiella, C., & Horowitz, S. H. (2014). The state of learning disabilities: Facts, trends and emerging issues. New York: National Center for Learning Disabilities, 2-45.
Demirci, N., & Demirci, P. T. (2016). Ozel ogrenme guclugu olan cocuklarin kaba ve ince motor becerilerinin degerlendirilmesi. Inonu Universitesi Beden Egitimi ve Spor Bilimleri Dergisi, 3(1), 47-57.
DiCerbo, P. A., Anstrom, K. A., Baker, L. L., & Rivera, C. (2014). A review of the literature on teaching academic English to English language learners. Review of Educational Research, 84(3), 446-482. doi:https://doi.org/10.3102/0034654314532695
Diken, I. (Ed.) (2015). Ozel egitim. Ankara: Pegem Akademi.
Dohla, D., & Heim, S. (2016). Developmental dyslexia and dysgraphia: What can we learn from the one about the other? Frontiers in Psychology, 6, 2045. doi:https://doi.org/10.3389/fpsyg.2015.02045
Eden, G. F., Olulade, O. A., Evans, T. M., Krafnick, A. J., & Alkire, D. R. (2016). Developmental dyslexia. In G. Hickok & S. L. Small (Eds.), Neurobiology of Language (pp. 815-826). San Diego: Academic Press. doi:https://doi.org/10.1016/B978-0-12-407794-2.00065-1
Grünke, M., & Morrison Cavendish, W. (2016). Learning disabilities around the globe: Making sense of the heterogeneity of the different viewpoints. Learning Disabilities: A Contemporary Journal, 14(1), 1-8.
Hen, M., & Goroshit, M. (2014). Academic procrastination, emotional intelligence, academic self-efficacy, and GPA: A comparison between students with and without learning disabilities. Journal of Learning Disabilities, 47(2), 116-124. doi:https://doi.org/10.1177/0022219412439325
Karasar, N., (2005). Bilimsel arastirma yontemi. Ankara: Nobel Yayincilik.
Lin, T. C., Lin, T. J. & Tsai, C. C. (2014). Research trends in science education from 2008 to 2012: A systematic content analysis of publications in selected journals. International Journal of Science Education, 36(8), 1346-1372. doi:https://doi.org/10.1080/09500693.2013.864428
McKenna, J. W., Shin, M. & Ciullo, S. (2015). Evaluating reading and mathematics instruction for students with learning disabilities: A synthesis of observation research. Learning Disability Quarterly, 38(4), 195-207. doi:https://doi.org/10.1177/0731948714564576
Melekoglu, M. A., & Cakiroglu, O. (2017). Ozel ogrenme guclugu olan cocuklar. Ankara: Vize Yayincilik. doi:https://doi.org/10.14527/9786053188049.01
Mutlu, Y., & Akgun, L. (2017). Matematik ogrenme guclugunu tanilamada yeni bir model onerisi: Coklu suzgec modeli. Ilkogretim Online, 16(3), 1153-1173. doi:https://doi.org/10.17051/ilkonline.2017.330248
Raschle, N. M., Becker, B. L. C., Smith, S., Fehlbaum, L. V., Wang, Y., & Gaab, N. (2015). Investigating the influences of language delay and/or familial risk for dyslexia on brain structure in 5-year-olds. Cerebral Cortex, 27(1), 764-776. doi:https://doi.org/10.1093/cercor/bhv267
Sridevi, G., George, A. G., Sriveni, D., & Rangaswami, K. (2015). Learning disability and behavior problems among school going children. Journal of Disability Studies, 1(1), 4-9.
Torgesen, J. K. (1999). Phonologically based reading disabilities: Toward a coherent theory of one kind of learning disability. In R. Sternberg (Ed.), Perspectives on learning disabilities. Biological, Cognitive, Contextual (pp. 106-135). New York, USA: Routledge. doi:https://doi.org/10.4324/9780429498381-5
Uzunboylu, H., & Oz, A. S. (2019). Una revisión de los estudios sobre las discapacidades en el aprendizaje a través del análisis de contenidos. Education in the Knowledge Society (EKS), 20, 9. https://doi.org/10.14201/eks2019_20_a27
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