Özet:

Reading is an action a person encounters throughout his life. This ability, which is acquired during the  primary education process, directly affects the next life of the individual. The reading difficulty seen in students during the transition to reading is the fact the child is behind his peers in learning to read, although he doesn’t have any physical or mental problems that will prevent him from reading. The purpose of this research is to analyze the opinions of primary school teachers about reading disability. İn the research, the descriptive model, which is one of the qualitative research methods, was used.  The study group of the research consists of 30 primary school teachers working in the schools affiliated to the Ministry of National Education, Bartın Province, in the 2022-2023 academic year. The study group of the research was determined by the easily accessible sampling method. The data of  research were obtained from the answers which were given by the primary school teachers to the semi-structured interview form. With the purpose of the research, a semi-structured interview form consisting of 4 items was prepared by the researcher. Expert opinion was used in the preparation of the interview form. The data obtained from the research were analyzed with the content analysis method and percentages from statistical operations were used in the data analysis. As a result of the research, 100% of the classroom teachers expressed  that there were students who had reading difficulties in primary school; 40%  of them expressed that they do not have enough knowledge about scientific methods to resolve the reading difficulties; 60% of them stated that they didn’t graduate with the sufficient knowledge about reading disability and its solution; 50% of them stated that the number of the state institutions for, resolving of reading difficulties is insufficient.

 

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