A Review of the Studies on Learning Disabilities through Content Analysis

• Uzunboylu, Huseyin ^[1] ; Oz, Aysegul Sukran ^[2]
  1. [1] Near East University

     Near East University

     Chipre

     
  2. [2] Mustafa Kemal University

     Mustafa Kemal University

     Turquía

     
• Localización: Education in the knowledge society (EKS), ISSN 1138-9737, ISSN-e 2444-8729, Nº. 20, 2019
• Idioma: inglés
• Títulos paralelos:
  • Una revisión de los estudios sobre las discapacidades en el aprendizaje a través del análisis de contenidos
• Enlaces
  • Texto completo
• Resumen
  • español

    La discapacidad en el aprendizaje está asociada con la incapacidad para hablar, escuchar, razonar, leer o escribir o con los problemas con las habilidades aritméticas y matemáticas; además, su prevalencia ha aumentado notablemente entre los niños en edad escolar, especialmente en los últimos años. Este estudio tiene como objetivo determinar la situación actual y las tendencias en la investigación sobre la discapacidad en el aprendizaje a través del análisis de contenidos. Se ha utilizado el análisis de contenido como método de investigación cualitativa. Los datos del estudio se obtuvieron de Web of Science utilizando las palabras clave “learning disability”. Para analizar los datos obtenidos se utilizaron criterios de análisis de contenido previamente determinados. Estos criterios incluían el año de publicación, el tipo de documento, la organización, los organismos de financiación, los autores, el nombre de la revista, el país, el idioma y el área de investigación de las investigaciones. Los datos se analizaron y se proporcionaron con frecuencia y porcentajes y se mostraron con tablas y gráficos. Los resultados se presentan en detalle con referencia a la literatura anterior y se proporcionan recomendaciones para investigaciones y prácticas adicionales.

  • English

    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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