Examining the Writing Errors and Legibility Levels of Students with Learning Disabilities
DOI:
https://doi.org/10.63556/ankad.v10i1.354Keywords:
Learning disability, spelling error,, legibility, literacy, special educationAbstract
This study aimed to examine the writing errors and legibility levels of students with learning disabilities (LD). The study employed a descriptive general screening design. The study group consisted of 101 students with LD. The students with LD were selected from among students attending private special education and rehabilitation centers in Ankara. The Multidimensional Readability Scale, Spelling Error Evaluation Form, and Demographic Information Form were used in the study. Data analysis included descriptive analyses such as frequency (f), percentage (%), arithmetic mean (X̄), and standard deviation (sd). A t-test was used to determine whether there were significant differences based on gender, and ANOVA was used to determine whether there were differences based on socioeconomic status and grade level. The correlation between readability and spelling errors was analyzed using Spearman's rank correlation method. The legibility levels of students with LD differed significantly across gender and grade levels. However, the legibility levels of students with LD did not differ across socioeconomic status. Writing errors among students with LD were not found to differ significantly based on grade level, gender, or socioeconomic status. A significant and negative correlation was found between spelling error scores and legibility scores among students with special needs (r=-0.432, p<0.05).
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