Örgün eğitim, 2017/’18 [National education
statistics: Formal education, 2017/’18]. Ankara,
Turkey: Millî Eğitim Bakanlığı Strateji Geliştirme
Başkanlığı. Available at
http://kmarasarge.meb.gov.tr/meb_iys_dosyalar/20
18_10/18160121_10_meb_istatistikleri_orgun_egit
im_2017_2018_k.pdf. Accessed 8 February 2021.
National Reading Panel 2000.
Teaching children to read:
An evidence-based assessment of the scientific
research literature on reading and its implications
for reading instruction. Washington, DC: National
Institute of Child Health and Human Development.
Available at
https://www.nichd.nih.gov/sites/default/files/public
ations/pubs/nrp/Documents/report.pdf. Accessed 9
February 2021.
Nel M & Grosser MM 2016. An appreciation of learning
disabilities in the South African context.
Learning
Disabilities: A Contemporary Journal, 14(1):79–
92. Available at http://marygrosser.co.za/wp-
content/uploads/2016/04/2016-Nel-Grosser-An-
Appreciation-of-Learning-Difficulties-in-the-
South-African-context.pdf. Accessed 21 January
2021.
Özyürek M 2005. Öğrenme güçlüğü gösteren çocuklar
[Children with learning disabilities]. In A
Ataman
(ed).
Özel gereksinimli çocuklar ve özel eğitime
giriş [Children with special needs and admission to
special education]. Ankara, Turkey: Gündüz
Eğitim ve Yayıncılık.
Özyürek M 2009. Öğrenme güçlüğü olan çocukların
eğitimi [Education of children with learning
disabilities]. In A Akçamete (ed).
Genel eğitim
okullarında özel gereksinimi olan öğrenciler ve
özel eğitim [Students with special needs
in general
education schools and special education]. Ankara,
Turkey: Kök Yayıncılık.
Pierangelo R & Giuliani G 2006.
Learning disabilities: A
practical approach to foundations, assessment,
diagnosis, and teaching. Boston, MA:
Pearson/Allyn & Bacon.
Shaywitz SE & Shaywitz BA 2005. Dyslexia (specific
reading disability).
Biological Psychiatry,
57(11):1301–1309.
https://doi.org/10.1016/j.biopsych.2005.01.043
Snow CE 2002.
Reading for understanding: Toward a
RDP program in reading comprehension. Santa
Monica, CA: RAND.
Stanovich KE 1980. Toward an interactive-compensatory
model of individual differences
in the development
of reading fluency.
Reading Research Quarterly,
16(1):32–71. https://doi.org/10.2307/747348
Sucuoğlu B, Demirtaşlı N & Güner N 2009.
Kaynaştırma
sınıflarında çalışan sınıf öğretmenlerinin önleyici
sınıf yönetimi bilgi ve becerilerinin
değerlendirilmesi [Evaluation of proactive
classroom management knowledge and skills of
teachers working in inclusive classrooms]
(2008-
2009). Project no: 108K-183.
12
Melekoğlu, Erden, Çakıroğlu
U.S. Department of Education 2018.
Fourtieth annual
report to Congress on the Implementation of the
Individuals with Disabilities Education Act, 2018.
Washington, DC: Office of Special Education and
Rehabilitative Services, Office of Special
Education Programs. Washington, DC: Author.
Available at
https://www2.ed.gov/about/reports/annual/osep/20
18/parts-b-c/40th-arc-for-idea.pdf. Accessed 10
February 2021.
Valleley RJ & Shriver MD 2003. An examination of the
effects of repeated readings
with secondary
students.
Journal of Behavioral Education, 12:55–
76. https://doi.org/10.1023/A:1022322422324
Yılmaz M & Köksal K 2008. Tekrarlı okuma yönteminin
okuduğunu anlamaya etkisi [The effect of repeated
reading method on reading comprehension].
Milli
Eğitim Dergisi, 179:51–65.
Zimmerman L & Smit B 2014. Profiling classroom
reading comprehension development practices
from the PIRLS 2006 in South Africa.
South
African Journal of Education, 34(3):Art. # 962, 9
pages. https://doi.org/10.15700/201409161101