Abstract:

The aim of this study is to demonstrate the level of written expression skill and errors that dyslexic students exhibit during the writing process. For this purpose, all the students who were studying in a primary and secondary school in Kalecik district of Ankara province, were found to have a risk of dyslexia, and a total of 30 students were reached. It was asked to write about a picture that was determined from these students. The writings were evaluated using 'Written Expression Evaluation Form'. Descriptive model was used in the study and data were analyzed by frequency, percent, standard deviation, arithmetic mean and coefficient of variation. Findings have been examined in five sub-chapters: presenting a written text, creating a title, narrative arrangement, narrative richness and writing rules. Examples of dyslexia writings are presented in the study. , it was determined that 9 out of 30 students could not produce any written product. Only 1 from 30 students put a title on the article. When the writings of the students are examined in terms of the narrative arrangement, the fact that the students do not organize the writings into the paragraphs of introduction, development and conclusion, the whole article is reached in a single paragraph. It is seen that students are better at writing about the subject than the behavior related to the main idea. When the students are evaluated under the sub-title of narrative richness, , it was determined that students with dyslexia had serious problems in correct writing of the words. The following errors were found in the students' writings: omission of syllable / letter, adding syllables / letters, reversal, guessing/confabulation, condensation. , it is seen that their writings are very short and the number of sentences is small and often make word repetition. When students were evaluated in terms of their writing rules, it was observed that students had the most problems in using upper and lower case letters and using punctuation correctly. Another problem seen in the writing of dyslexic students is readability. As a result, all these findings show that the level of written expression skill of students who are at risk of dyslexia is very weak in all sub-titles.

Keywords: