A Review of the Studies on Learning Disabilities through Content Analysis
Abstract Learning disability is associated with inabilities in reading-writing, mathematical-arithmetic skills, speaking, listening and reasoning and it’s prevalence has increased strikingly among school-aged children especially in recent years. This study aims to determine the current situation and trends in learning disability research through content analysis. Content analysis was used as qualitative research method. Data of the study were obtained from Web of Science by using the keyword “learning disability”. In order to analyze the obtained data, previously determined content analysis criteria were used. These criteria included year of publication, document type, organization, funding agencies, authors, name of the journal, country, language and research area of the researches. Data were analyzed and provided with frequency and percentages and shown with tables and figures. Results were presented in detail with reference to previous literature and recommendations for further research and practices are provided.
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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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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). A Review of the Studies on Learning Disabilities through Content Analysis. Education in The Knowledge Society, 20, 9. https://doi.org/10.14201/eks2019_20_a27
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