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  "name": "Disleksi istatistikleri 2026: disleksi ne kadar yaygın?",
  "page": "https://dyslexiasteps.com/tr/disleksi-istatistikleri",
  "language": "tr",
  "updated": "2026-10-05",
  "nextReview": "2027-04-05",
  "license": {
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    "url": "https://creativecommons.org/licenses/by/4.0/",
    "note": "The license covers the compilation; each figure belongs to its cited source."
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  "citeAs": "Dyslexia Steps. (2026, 5 Ekim). Disleksi istatistikleri 2026: disleksi ne kadar yaygın? https://dyslexiasteps.com/tr/disleksi-istatistikleri",
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      "source": "Yang L, Li C, Li X et al. (2022). Prevalence of developmental dyslexia in primary school children: a systematic review and meta-analysis. Brain Sci, 12(2), 240.",
      "source_url": "https://pubmed.ncbi.nlm.nih.gov/35204003/"
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      "section": "Bir bakışta",
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      "row": "aile öyküsü olan çocuklarda sonradan disleksi görülme oranı",
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      "source": "Snowling MJ, Melby-Lervåg M (2016). Oral language deficits in familial dyslexia: a meta-analysis and review. Psychol Bull, 142(5), 498-545.",
      "source_url": "https://pubmed.ncbi.nlm.nih.gov/26727308/"
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      "source_url": "https://pubmed.ncbi.nlm.nih.gov/24587110/"
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      "data_year": null,
      "source": "Fortes IS, Paula CS, Oliveira MC et al. (2016). A cross-sectional study to assess the prevalence of DSM-5 specific learning disorders in representative school samples from the second to sixth grade in Brazil. Eur Child Adolesc Psychiatry, 25(2), 195-207.",
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      "section": "Disleksi ne kadar yaygın?",
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      "source": "Yang L, Li C, Li X et al. (2022). Prevalence of developmental dyslexia in primary school children: a systematic review and meta-analysis. Brain Sci, 12(2), 240.",
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      "section": "Disleksi ne kadar yaygın?",
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      "note": "Inserm'in aktardığı boylamsal çalışma, 2007",
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      "section": "Disleksi ne kadar yaygın?",
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      "source_url": "https://zoek.officielebekendmakingen.nl/ah-tk-20182019-3472.html"
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      "section": "Disleksi ne kadar yaygın?",
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      "source": "Jiménez JE, Guzmán R, Rodríguez C, Artiles C (2009). Prevalencia de las dificultades específicas de aprendizaje: la dislexia en español. Anales de Psicología, 25(1), 78-85.",
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      "type": "table",
      "title": "Ülkelere göre disleksi: araştırma tahminleri ve resmî sayılar, her biri kendi veri yılıyla",
      "row": "Belçika",
      "column": "Sayının kapsadığı",
      "value": "–",
      "numeric_value": null,
      "note": null,
      "data_year": null,
      "source": null,
      "source_url": null
    },
    {
      "section": "Ülkelere göre disleksi oranı",
      "type": "table",
      "title": "Ülkelere göre disleksi: araştırma tahminleri ve resmî sayılar, her biri kendi veri yılıyla",
      "row": "İspanya",
      "column": "Yaygınlık tahmini",
      "value": "%3,2 psikometrik ölçütleri karşıladı (Kanarya Adaları, N = 1.050, 2009)",
      "numeric_value": null,
      "note": null,
      "data_year": null,
      "source": "Jiménez JE, Guzmán R, Rodríguez C, Artiles C (2009). Prevalencia de las dificultades específicas de aprendizaje: la dislexia en español. Anales de Psicología, 25(1), 78-85. | Ministerio de Educación, Formación Profesional y Deportes (2026). Alumnado con necesidad específica de apoyo educativo, curso 2024-2025 (nota de prensa, 30/04/2026). Accessed 2026-10-05.",
      "source_url": "https://www.um.es/analesps/v25/v25_1/09-25_1.pdf | https://www.educacionfpydeportes.gob.es/prensa/actualidad/2026/04/20260430-apoyoeducativo.html"
    },
    {
      "section": "Ülkelere göre disleksi oranı",
      "type": "table",
      "title": "Ülkelere göre disleksi: araştırma tahminleri ve resmî sayılar, her biri kendi veri yılıyla",
      "row": "İspanya",
      "column": "En yakın resmî sayı",
      "value": "Öğrenme bozuklukları için destek alan yaklaşık 250.936 öğrenci (2024–25, bizim hesabımız)",
      "numeric_value": null,
      "note": null,
      "data_year": null,
      "source": "Jiménez JE, Guzmán R, Rodríguez C, Artiles C (2009). Prevalencia de las dificultades específicas de aprendizaje: la dislexia en español. Anales de Psicología, 25(1), 78-85. | Ministerio de Educación, Formación Profesional y Deportes (2026). Alumnado con necesidad específica de apoyo educativo, curso 2024-2025 (nota de prensa, 30/04/2026). Accessed 2026-10-05.",
      "source_url": "https://www.um.es/analesps/v25/v25_1/09-25_1.pdf | https://www.educacionfpydeportes.gob.es/prensa/actualidad/2026/04/20260430-apoyoeducativo.html"
    },
    {
      "section": "Ülkelere göre disleksi oranı",
      "type": "table",
      "title": "Ülkelere göre disleksi: araştırma tahminleri ve resmî sayılar, her biri kendi veri yılıyla",
      "row": "İspanya",
      "column": "Sayının kapsadığı",
      "value": "\"Diğer özel ihtiyaçları\" olan 936.328 öğrencinin %26,8 kadarı; bütün öğrenme bozuklukları",
      "numeric_value": null,
      "note": null,
      "data_year": null,
      "source": "Jiménez JE, Guzmán R, Rodríguez C, Artiles C (2009). Prevalencia de las dificultades específicas de aprendizaje: la dislexia en español. Anales de Psicología, 25(1), 78-85. | Ministerio de Educación, Formación Profesional y Deportes (2026). Alumnado con necesidad específica de apoyo educativo, curso 2024-2025 (nota de prensa, 30/04/2026). Accessed 2026-10-05.",
      "source_url": "https://www.um.es/analesps/v25/v25_1/09-25_1.pdf | https://www.educacionfpydeportes.gob.es/prensa/actualidad/2026/04/20260430-apoyoeducativo.html"
    },
    {
      "section": "Ülkelere göre disleksi oranı",
      "type": "table",
      "title": "Ülkelere göre disleksi: araştırma tahminleri ve resmî sayılar, her biri kendi veri yılıyla",
      "row": "Meksika",
      "column": "Yaygınlık tahmini",
      "value": "Ulusal rakam bulunamadı",
      "numeric_value": null,
      "note": null,
      "data_year": null,
      "source": null,
      "source_url": null
    },
    {
      "section": "Ülkelere göre disleksi oranı",
      "type": "table",
      "title": "Ülkelere göre disleksi: araştırma tahminleri ve resmî sayılar, her biri kendi veri yılıyla",
      "row": "Meksika",
      "column": "En yakın resmî sayı",
      "value": "Resmî rakam bulunamadı",
      "numeric_value": null,
      "note": null,
      "data_year": null,
      "source": null,
      "source_url": null
    },
    {
      "section": "Ülkelere göre disleksi oranı",
      "type": "table",
      "title": "Ülkelere göre disleksi: araştırma tahminleri ve resmî sayılar, her biri kendi veri yılıyla",
      "row": "Meksika",
      "column": "Sayının kapsadığı",
      "value": "–",
      "numeric_value": null,
      "note": null,
      "data_year": null,
      "source": null,
      "source_url": null
    },
    {
      "section": "Ülkelere göre disleksi oranı",
      "type": "table",
      "title": "Ülkelere göre disleksi: araştırma tahminleri ve resmî sayılar, her biri kendi veri yılıyla",
      "row": "Hollanda",
      "column": "Yaygınlık tahmini",
      "value": "Disleksi %3,6; ağır okuma ya da yazım sorunları %8,8 (2019'da aktarıldı)",
      "numeric_value": null,
      "note": null,
      "data_year": null,
      "source": "Tweede Kamer der Staten-Generaal (2019). Antwoord op vragen over dyslexie, Aanhangsel Handelingen 2018-2019, nr. 3472. Accessed 2026-10-05.",
      "source_url": "https://zoek.officielebekendmakingen.nl/ah-tk-20182019-3472.html"
    },
    {
      "section": "Ülkelere göre disleksi oranı",
      "type": "table",
      "title": "Ülkelere göre disleksi: araştırma tahminleri ve resmî sayılar, her biri kendi veri yılıyla",
      "row": "Hollanda",
      "column": "En yakın resmî sayı",
      "value": "Disleksi düzenlemesiyle bitirme sınavına giren 15.932 aday (2019)",
      "numeric_value": null,
      "note": null,
      "data_year": null,
      "source": "Tweede Kamer der Staten-Generaal (2019). Antwoord op vragen over dyslexie, Aanhangsel Handelingen 2018-2019, nr. 3472. Accessed 2026-10-05.",
      "source_url": "https://zoek.officielebekendmakingen.nl/ah-tk-20182019-3472.html"
    },
    {
      "section": "Ülkelere göre disleksi oranı",
      "type": "table",
      "title": "Ülkelere göre disleksi: araştırma tahminleri ve resmî sayılar, her biri kendi veri yılıyla",
      "row": "Hollanda",
      "column": "Sayının kapsadığı",
      "value": "Yalnızca sınav düzenlemeleri; hükümet ulusal bir disleksi desteği sayısı olmadığını bildirdi",
      "numeric_value": null,
      "note": null,
      "data_year": null,
      "source": "Tweede Kamer der Staten-Generaal (2019). Antwoord op vragen over dyslexie, Aanhangsel Handelingen 2018-2019, nr. 3472. Accessed 2026-10-05.",
      "source_url": "https://zoek.officielebekendmakingen.nl/ah-tk-20182019-3472.html"
    },
    {
      "section": "Ülkelere göre disleksi oranı",
      "type": "table",
      "title": "Ülkelere göre disleksi: araştırma tahminleri ve resmî sayılar, her biri kendi veri yılıyla",
      "row": "Brezilya",
      "column": "Yaygınlık tahmini",
      "value": "2–6. sınıflarda okuma güçlüğü %7,5, dört şehir (2016)",
      "numeric_value": null,
      "note": null,
      "data_year": null,
      "source": "Fortes IS, Paula CS, Oliveira MC et al. (2016). A cross-sectional study to assess the prevalence of DSM-5 specific learning disorders in representative school samples from the second to sixth grade in Brazil. Eur Child Adolesc Psychiatry, 25(2), 195-207.",
      "source_url": "https://pubmed.ncbi.nlm.nih.gov/25925785/"
    },
    {
      "section": "Ülkelere göre disleksi oranı",
      "type": "table",
      "title": "Ülkelere göre disleksi: araştırma tahminleri ve resmî sayılar, her biri kendi veri yılıyla",
      "row": "Brezilya",
      "column": "En yakın resmî sayı",
      "value": "Resmî rakam bulunamadı",
      "numeric_value": null,
      "note": null,
      "data_year": null,
      "source": "Fortes IS, Paula CS, Oliveira MC et al. (2016). A cross-sectional study to assess the prevalence of DSM-5 specific learning disorders in representative school samples from the second to sixth grade in Brazil. Eur Child Adolesc Psychiatry, 25(2), 195-207.",
      "source_url": "https://pubmed.ncbi.nlm.nih.gov/25925785/"
    },
    {
      "section": "Ülkelere göre disleksi oranı",
      "type": "table",
      "title": "Ülkelere göre disleksi: araştırma tahminleri ve resmî sayılar, her biri kendi veri yılıyla",
      "row": "Brezilya",
      "column": "Sayının kapsadığı",
      "value": "–",
      "numeric_value": null,
      "note": null,
      "data_year": null,
      "source": "Fortes IS, Paula CS, Oliveira MC et al. (2016). A cross-sectional study to assess the prevalence of DSM-5 specific learning disorders in representative school samples from the second to sixth grade in Brazil. Eur Child Adolesc Psychiatry, 25(2), 195-207.",
      "source_url": "https://pubmed.ncbi.nlm.nih.gov/25925785/"
    },
    {
      "section": "Ülkelere göre disleksi oranı",
      "type": "table",
      "title": "Ülkelere göre disleksi: araştırma tahminleri ve resmî sayılar, her biri kendi veri yılıyla",
      "row": "Dünya",
      "column": "Yaygınlık tahmini",
      "value": "İlkokul çocuklarında %7,1 (meta-analiz, 2022)",
      "numeric_value": null,
      "note": null,
      "data_year": null,
      "source": "Yang L, Li C, Li X et al. (2022). Prevalence of developmental dyslexia in primary school children: a systematic review and meta-analysis. Brain Sci, 12(2), 240.",
      "source_url": "https://pubmed.ncbi.nlm.nih.gov/35204003/"
    },
    {
      "section": "Ülkelere göre disleksi oranı",
      "type": "table",
      "title": "Ülkelere göre disleksi: araştırma tahminleri ve resmî sayılar, her biri kendi veri yılıyla",
      "row": "Dünya",
      "column": "En yakın resmî sayı",
      "value": "Dünya çapında bir sayım yok",
      "numeric_value": null,
      "note": null,
      "data_year": null,
      "source": "Yang L, Li C, Li X et al. (2022). Prevalence of developmental dyslexia in primary school children: a systematic review and meta-analysis. Brain Sci, 12(2), 240.",
      "source_url": "https://pubmed.ncbi.nlm.nih.gov/35204003/"
    },
    {
      "section": "Ülkelere göre disleksi oranı",
      "type": "table",
      "title": "Ülkelere göre disleksi: araştırma tahminleri ve resmî sayılar, her biri kendi veri yılıyla",
      "row": "Dünya",
      "column": "Sayının kapsadığı",
      "value": "–",
      "numeric_value": null,
      "note": null,
      "data_year": null,
      "source": "Yang L, Li C, Li X et al. (2022). Prevalence of developmental dyslexia in primary school children: a systematic review and meta-analysis. Brain Sci, 12(2), 240.",
      "source_url": "https://pubmed.ncbi.nlm.nih.gov/35204003/"
    },
    {
      "section": "ABD'de kaç çocukta disleksi var?",
      "type": "chart",
      "title": "ABD'de özgül öğrenme güçlüğüyle destek alan öğrencilerin bütün devlet okulu öğrencilerine oranı",
      "row": "1980–81",
      "column": "Öğrenci sayısına oranı",
      "value": "%3,6",
      "numeric_value": 3.6,
      "note": "NCES Digest, tablo 204.30",
      "data_year": null,
      "source": "National Center for Education Statistics (2023). Digest of Education Statistics, Table 204.30: Children 3 to 21 years old served under IDEA, Part B, by type of disability, 1976-77 through 2022-23. Accessed 2026-10-05.",
      "source_url": "https://nces.ed.gov/programs/digest/d23/tables/dt23_204.30.asp"
    },
    {
      "section": "ABD'de kaç çocukta disleksi var?",
      "type": "chart",
      "title": "ABD'de özgül öğrenme güçlüğüyle destek alan öğrencilerin bütün devlet okulu öğrencilerine oranı",
      "row": "1990–91",
      "column": "Öğrenci sayısına oranı",
      "value": "%5,2",
      "numeric_value": 5.2,
      "note": "NCES Digest, tablo 204.30",
      "data_year": null,
      "source": "National Center for Education Statistics (2023). Digest of Education Statistics, Table 204.30: Children 3 to 21 years old served under IDEA, Part B, by type of disability, 1976-77 through 2022-23. Accessed 2026-10-05.",
      "source_url": "https://nces.ed.gov/programs/digest/d23/tables/dt23_204.30.asp"
    },
    {
      "section": "ABD'de kaç çocukta disleksi var?",
      "type": "chart",
      "title": "ABD'de özgül öğrenme güçlüğüyle destek alan öğrencilerin bütün devlet okulu öğrencilerine oranı",
      "row": "2000–01",
      "column": "Öğrenci sayısına oranı",
      "value": "%6,1",
      "numeric_value": 6.1,
      "note": "NCES Digest, tablo 204.30",
      "data_year": null,
      "source": "National Center for Education Statistics (2023). Digest of Education Statistics, Table 204.30: Children 3 to 21 years old served under IDEA, Part B, by type of disability, 1976-77 through 2022-23. Accessed 2026-10-05.",
      "source_url": "https://nces.ed.gov/programs/digest/d23/tables/dt23_204.30.asp"
    },
    {
      "section": "ABD'de kaç çocukta disleksi var?",
      "type": "chart",
      "title": "ABD'de özgül öğrenme güçlüğüyle destek alan öğrencilerin bütün devlet okulu öğrencilerine oranı",
      "row": "2010–11",
      "column": "Öğrenci sayısına oranı",
      "value": "%4,8",
      "numeric_value": 4.8,
      "note": "NCES Digest, tablo 204.30",
      "data_year": null,
      "source": "National Center for Education Statistics (2023). Digest of Education Statistics, Table 204.30: Children 3 to 21 years old served under IDEA, Part B, by type of disability, 1976-77 through 2022-23. Accessed 2026-10-05.",
      "source_url": "https://nces.ed.gov/programs/digest/d23/tables/dt23_204.30.asp"
    },
    {
      "section": "ABD'de kaç çocukta disleksi var?",
      "type": "chart",
      "title": "ABD'de özgül öğrenme güçlüğüyle destek alan öğrencilerin bütün devlet okulu öğrencilerine oranı",
      "row": "2022–23",
      "column": "Öğrenci sayısına oranı",
      "value": "%4,9",
      "numeric_value": 4.9,
      "note": "NCES Digest, tablo 204.30",
      "data_year": null,
      "source": "National Center for Education Statistics (2023). Digest of Education Statistics, Table 204.30: Children 3 to 21 years old served under IDEA, Part B, by type of disability, 1976-77 through 2022-23. Accessed 2026-10-05.",
      "source_url": "https://nces.ed.gov/programs/digest/d23/tables/dt23_204.30.asp"
    },
    {
      "section": "Disleksi hangi yaşta fark ediliyor?",
      "type": "chart",
      "title": "İngiltere'de birincil ihtiyacı özgül öğrenme güçlüğü olan öğrenciler, yaşa göre (2025/26)",
      "row": "5 yaş",
      "column": "Öğrencilere oranı",
      "value": "%0,53",
      "numeric_value": 0.53,
      "note": "3.143 öğrenci",
      "data_year": null,
      "source": "Department for Education (2026). Special educational needs in England, academic year 2025/26 (datasets: type of need; age and gender). Accessed 2026-10-05.",
      "source_url": "https://explore-education-statistics.service.gov.uk/find-statistics/special-educational-needs-in-england"
    },
    {
      "section": "Disleksi hangi yaşta fark ediliyor?",
      "type": "chart",
      "title": "İngiltere'de birincil ihtiyacı özgül öğrenme güçlüğü olan öğrenciler, yaşa göre (2025/26)",
      "row": "7 yaş",
      "column": "Öğrencilere oranı",
      "value": "%1,30",
      "numeric_value": 1.3,
      "note": "8.119 öğrenci",
      "data_year": null,
      "source": "Department for Education (2026). Special educational needs in England, academic year 2025/26 (datasets: type of need; age and gender). Accessed 2026-10-05.",
      "source_url": "https://explore-education-statistics.service.gov.uk/find-statistics/special-educational-needs-in-england"
    },
    {
      "section": "Disleksi hangi yaşta fark ediliyor?",
      "type": "chart",
      "title": "İngiltere'de birincil ihtiyacı özgül öğrenme güçlüğü olan öğrenciler, yaşa göre (2025/26)",
      "row": "9 yaş",
      "column": "Öğrencilere oranı",
      "value": "%2,54",
      "numeric_value": 2.54,
      "note": "16.643 öğrenci",
      "data_year": null,
      "source": "Department for Education (2026). Special educational needs in England, academic year 2025/26 (datasets: type of need; age and gender). Accessed 2026-10-05.",
      "source_url": "https://explore-education-statistics.service.gov.uk/find-statistics/special-educational-needs-in-england"
    },
    {
      "section": "Disleksi hangi yaşta fark ediliyor?",
      "type": "chart",
      "title": "İngiltere'de birincil ihtiyacı özgül öğrenme güçlüğü olan öğrenciler, yaşa göre (2025/26)",
      "row": "12 yaş",
      "column": "Öğrencilere oranı",
      "value": "%3,29",
      "numeric_value": 3.29,
      "note": "21.380 öğrenci",
      "data_year": null,
      "source": "Department for Education (2026). Special educational needs in England, academic year 2025/26 (datasets: type of need; age and gender). Accessed 2026-10-05.",
      "source_url": "https://explore-education-statistics.service.gov.uk/find-statistics/special-educational-needs-in-england"
    },
    {
      "section": "Disleksi hangi yaşta fark ediliyor?",
      "type": "chart",
      "title": "İngiltere'de birincil ihtiyacı özgül öğrenme güçlüğü olan öğrenciler, yaşa göre (2025/26)",
      "row": "15 yaş",
      "column": "Öğrencilere oranı",
      "value": "%3,17",
      "numeric_value": 3.17,
      "note": "20.221 öğrenci",
      "data_year": null,
      "source": "Department for Education (2026). Special educational needs in England, academic year 2025/26 (datasets: type of need; age and gender). Accessed 2026-10-05.",
      "source_url": "https://explore-education-statistics.service.gov.uk/find-statistics/special-educational-needs-in-england"
    },
    {
      "section": "Disleksi erkeklerde mi kızlarda mı daha sık?",
      "type": "table",
      "title": "Dört epidemiyolojik kohortta cinsiyete göre okuma güçlüğü (okuyucuların en alttaki %15'i)",
      "row": "Dunedin (Yeni Zelanda)",
      "column": "Erkek",
      "value": "%21,6",
      "numeric_value": null,
      "note": null,
      "data_year": null,
      "source": "Yang L, Li C, Li X et al. (2022). Prevalence of developmental dyslexia in primary school children: a systematic review and meta-analysis. Brain Sci, 12(2), 240. | Rutter M, Caspi A, Fergusson D et al. (2004). Sex differences in developmental reading disability: new findings from 4 epidemiological studies. JAMA, 291(16), 2007-12. | Quinn JM, Wagner RK (2015). Gender differences in reading impairment and in the identification of impaired readers: results from a large-scale study of at-risk readers. J Learn Disabil, 48(4), 433-45. | Arnett AB, Pennington BF, Peterson RL, Willcutt EG, DeFries JC, Olson RK (2017). Explaining the sex difference in dyslexia. J Child Psychol Psychiatry, 58(6), 719-727. | Willcutt EG, Pennington BF (2000). Comorbidity of reading disability and attention-deficit/hyperactivity disorder: differences by gender and subtype. J Learn Disabil, 33(2), 179-91.",
      "source_url": "https://pubmed.ncbi.nlm.nih.gov/35204003/ | https://pubmed.ncbi.nlm.nih.gov/15113820/ | https://pubmed.ncbi.nlm.nih.gov/24153403/ | https://pubmed.ncbi.nlm.nih.gov/28176347/ | https://pubmed.ncbi.nlm.nih.gov/15505947/"
    },
    {
      "section": "Disleksi erkeklerde mi kızlarda mı daha sık?",
      "type": "table",
      "title": "Dört epidemiyolojik kohortta cinsiyete göre okuma güçlüğü (okuyucuların en alttaki %15'i)",
      "row": "Dunedin (Yeni Zelanda)",
      "column": "Kız",
      "value": "%7,9",
      "numeric_value": null,
      "note": null,
      "data_year": null,
      "source": "Yang L, Li C, Li X et al. (2022). Prevalence of developmental dyslexia in primary school children: a systematic review and meta-analysis. Brain Sci, 12(2), 240. | Rutter M, Caspi A, Fergusson D et al. (2004). Sex differences in developmental reading disability: new findings from 4 epidemiological studies. JAMA, 291(16), 2007-12. | Quinn JM, Wagner RK (2015). Gender differences in reading impairment and in the identification of impaired readers: results from a large-scale study of at-risk readers. J Learn Disabil, 48(4), 433-45. | Arnett AB, Pennington BF, Peterson RL, Willcutt EG, DeFries JC, Olson RK (2017). Explaining the sex difference in dyslexia. J Child Psychol Psychiatry, 58(6), 719-727. | Willcutt EG, Pennington BF (2000). Comorbidity of reading disability and attention-deficit/hyperactivity disorder: differences by gender and subtype. J Learn Disabil, 33(2), 179-91.",
      "source_url": "https://pubmed.ncbi.nlm.nih.gov/35204003/ | https://pubmed.ncbi.nlm.nih.gov/15113820/ | https://pubmed.ncbi.nlm.nih.gov/24153403/ | https://pubmed.ncbi.nlm.nih.gov/28176347/ | https://pubmed.ncbi.nlm.nih.gov/15505947/"
    },
    {
      "section": "Disleksi erkeklerde mi kızlarda mı daha sık?",
      "type": "table",
      "title": "Dört epidemiyolojik kohortta cinsiyete göre okuma güçlüğü (okuyucuların en alttaki %15'i)",
      "row": "Dunedin (Yeni Zelanda)",
      "column": "Olasılık oranı",
      "value": "3,19",
      "numeric_value": null,
      "note": null,
      "data_year": null,
      "source": "Yang L, Li C, Li X et al. (2022). Prevalence of developmental dyslexia in primary school children: a systematic review and meta-analysis. Brain Sci, 12(2), 240. | Rutter M, Caspi A, Fergusson D et al. (2004). Sex differences in developmental reading disability: new findings from 4 epidemiological studies. JAMA, 291(16), 2007-12. | Quinn JM, Wagner RK (2015). Gender differences in reading impairment and in the identification of impaired readers: results from a large-scale study of at-risk readers. J Learn Disabil, 48(4), 433-45. | Arnett AB, Pennington BF, Peterson RL, Willcutt EG, DeFries JC, Olson RK (2017). Explaining the sex difference in dyslexia. J Child Psychol Psychiatry, 58(6), 719-727. | Willcutt EG, Pennington BF (2000). Comorbidity of reading disability and attention-deficit/hyperactivity disorder: differences by gender and subtype. J Learn Disabil, 33(2), 179-91.",
      "source_url": "https://pubmed.ncbi.nlm.nih.gov/35204003/ | https://pubmed.ncbi.nlm.nih.gov/15113820/ | https://pubmed.ncbi.nlm.nih.gov/24153403/ | https://pubmed.ncbi.nlm.nih.gov/28176347/ | https://pubmed.ncbi.nlm.nih.gov/15505947/"
    },
    {
      "section": "Disleksi erkeklerde mi kızlarda mı daha sık?",
      "type": "table",
      "title": "Dört epidemiyolojik kohortta cinsiyete göre okuma güçlüğü (okuyucuların en alttaki %15'i)",
      "row": "Christchurch (Yeni Zelanda)",
      "column": "Erkek",
      "value": "%20,6",
      "numeric_value": null,
      "note": null,
      "data_year": null,
      "source": "Yang L, Li C, Li X et al. (2022). Prevalence of developmental dyslexia in primary school children: a systematic review and meta-analysis. Brain Sci, 12(2), 240. | Rutter M, Caspi A, Fergusson D et al. (2004). Sex differences in developmental reading disability: new findings from 4 epidemiological studies. JAMA, 291(16), 2007-12. | Quinn JM, Wagner RK (2015). Gender differences in reading impairment and in the identification of impaired readers: results from a large-scale study of at-risk readers. J Learn Disabil, 48(4), 433-45. | Arnett AB, Pennington BF, Peterson RL, Willcutt EG, DeFries JC, Olson RK (2017). Explaining the sex difference in dyslexia. J Child Psychol Psychiatry, 58(6), 719-727. | Willcutt EG, Pennington BF (2000). Comorbidity of reading disability and attention-deficit/hyperactivity disorder: differences by gender and subtype. J Learn Disabil, 33(2), 179-91.",
      "source_url": "https://pubmed.ncbi.nlm.nih.gov/35204003/ | https://pubmed.ncbi.nlm.nih.gov/15113820/ | https://pubmed.ncbi.nlm.nih.gov/24153403/ | https://pubmed.ncbi.nlm.nih.gov/28176347/ | https://pubmed.ncbi.nlm.nih.gov/15505947/"
    },
    {
      "section": "Disleksi erkeklerde mi kızlarda mı daha sık?",
      "type": "table",
      "title": "Dört epidemiyolojik kohortta cinsiyete göre okuma güçlüğü (okuyucuların en alttaki %15'i)",
      "row": "Christchurch (Yeni Zelanda)",
      "column": "Kız",
      "value": "%9,8",
      "numeric_value": null,
      "note": null,
      "data_year": null,
      "source": "Yang L, Li C, Li X et al. (2022). Prevalence of developmental dyslexia in primary school children: a systematic review and meta-analysis. Brain Sci, 12(2), 240. | Rutter M, Caspi A, Fergusson D et al. (2004). Sex differences in developmental reading disability: new findings from 4 epidemiological studies. JAMA, 291(16), 2007-12. | Quinn JM, Wagner RK (2015). Gender differences in reading impairment and in the identification of impaired readers: results from a large-scale study of at-risk readers. J Learn Disabil, 48(4), 433-45. | Arnett AB, Pennington BF, Peterson RL, Willcutt EG, DeFries JC, Olson RK (2017). Explaining the sex difference in dyslexia. J Child Psychol Psychiatry, 58(6), 719-727. | Willcutt EG, Pennington BF (2000). Comorbidity of reading disability and attention-deficit/hyperactivity disorder: differences by gender and subtype. J Learn Disabil, 33(2), 179-91.",
      "source_url": "https://pubmed.ncbi.nlm.nih.gov/35204003/ | https://pubmed.ncbi.nlm.nih.gov/15113820/ | https://pubmed.ncbi.nlm.nih.gov/24153403/ | https://pubmed.ncbi.nlm.nih.gov/28176347/ | https://pubmed.ncbi.nlm.nih.gov/15505947/"
    },
    {
      "section": "Disleksi erkeklerde mi kızlarda mı daha sık?",
      "type": "table",
      "title": "Dört epidemiyolojik kohortta cinsiyete göre okuma güçlüğü (okuyucuların en alttaki %15'i)",
      "row": "Christchurch (Yeni Zelanda)",
      "column": "Olasılık oranı",
      "value": "2,38",
      "numeric_value": null,
      "note": null,
      "data_year": null,
      "source": "Yang L, Li C, Li X et al. (2022). Prevalence of developmental dyslexia in primary school children: a systematic review and meta-analysis. Brain Sci, 12(2), 240. | Rutter M, Caspi A, Fergusson D et al. (2004). Sex differences in developmental reading disability: new findings from 4 epidemiological studies. JAMA, 291(16), 2007-12. | Quinn JM, Wagner RK (2015). Gender differences in reading impairment and in the identification of impaired readers: results from a large-scale study of at-risk readers. J Learn Disabil, 48(4), 433-45. | Arnett AB, Pennington BF, Peterson RL, Willcutt EG, DeFries JC, Olson RK (2017). Explaining the sex difference in dyslexia. J Child Psychol Psychiatry, 58(6), 719-727. | Willcutt EG, Pennington BF (2000). Comorbidity of reading disability and attention-deficit/hyperactivity disorder: differences by gender and subtype. J Learn Disabil, 33(2), 179-91.",
      "source_url": "https://pubmed.ncbi.nlm.nih.gov/35204003/ | https://pubmed.ncbi.nlm.nih.gov/15113820/ | https://pubmed.ncbi.nlm.nih.gov/24153403/ | https://pubmed.ncbi.nlm.nih.gov/28176347/ | https://pubmed.ncbi.nlm.nih.gov/15505947/"
    },
    {
      "section": "Disleksi erkeklerde mi kızlarda mı daha sık?",
      "type": "table",
      "title": "Dört epidemiyolojik kohortta cinsiyete göre okuma güçlüğü (okuyucuların en alttaki %15'i)",
      "row": "ONS (Birleşik Krallık)",
      "column": "Erkek",
      "value": "%17,6",
      "numeric_value": null,
      "note": null,
      "data_year": null,
      "source": "Yang L, Li C, Li X et al. (2022). Prevalence of developmental dyslexia in primary school children: a systematic review and meta-analysis. Brain Sci, 12(2), 240. | Rutter M, Caspi A, Fergusson D et al. (2004). Sex differences in developmental reading disability: new findings from 4 epidemiological studies. JAMA, 291(16), 2007-12. | Quinn JM, Wagner RK (2015). Gender differences in reading impairment and in the identification of impaired readers: results from a large-scale study of at-risk readers. J Learn Disabil, 48(4), 433-45. | Arnett AB, Pennington BF, Peterson RL, Willcutt EG, DeFries JC, Olson RK (2017). Explaining the sex difference in dyslexia. J Child Psychol Psychiatry, 58(6), 719-727. | Willcutt EG, Pennington BF (2000). Comorbidity of reading disability and attention-deficit/hyperactivity disorder: differences by gender and subtype. J Learn Disabil, 33(2), 179-91.",
      "source_url": "https://pubmed.ncbi.nlm.nih.gov/35204003/ | https://pubmed.ncbi.nlm.nih.gov/15113820/ | https://pubmed.ncbi.nlm.nih.gov/24153403/ | https://pubmed.ncbi.nlm.nih.gov/28176347/ | https://pubmed.ncbi.nlm.nih.gov/15505947/"
    },
    {
      "section": "Disleksi erkeklerde mi kızlarda mı daha sık?",
      "type": "table",
      "title": "Dört epidemiyolojik kohortta cinsiyete göre okuma güçlüğü (okuyucuların en alttaki %15'i)",
      "row": "ONS (Birleşik Krallık)",
      "column": "Kız",
      "value": "%13,0",
      "numeric_value": null,
      "note": null,
      "data_year": null,
      "source": "Yang L, Li C, Li X et al. (2022). Prevalence of developmental dyslexia in primary school children: a systematic review and meta-analysis. Brain Sci, 12(2), 240. | Rutter M, Caspi A, Fergusson D et al. (2004). Sex differences in developmental reading disability: new findings from 4 epidemiological studies. JAMA, 291(16), 2007-12. | Quinn JM, Wagner RK (2015). Gender differences in reading impairment and in the identification of impaired readers: results from a large-scale study of at-risk readers. J Learn Disabil, 48(4), 433-45. | Arnett AB, Pennington BF, Peterson RL, Willcutt EG, DeFries JC, Olson RK (2017). Explaining the sex difference in dyslexia. J Child Psychol Psychiatry, 58(6), 719-727. | Willcutt EG, Pennington BF (2000). Comorbidity of reading disability and attention-deficit/hyperactivity disorder: differences by gender and subtype. J Learn Disabil, 33(2), 179-91.",
      "source_url": "https://pubmed.ncbi.nlm.nih.gov/35204003/ | https://pubmed.ncbi.nlm.nih.gov/15113820/ | https://pubmed.ncbi.nlm.nih.gov/24153403/ | https://pubmed.ncbi.nlm.nih.gov/28176347/ | https://pubmed.ncbi.nlm.nih.gov/15505947/"
    },
    {
      "section": "Disleksi erkeklerde mi kızlarda mı daha sık?",
      "type": "table",
      "title": "Dört epidemiyolojik kohortta cinsiyete göre okuma güçlüğü (okuyucuların en alttaki %15'i)",
      "row": "ONS (Birleşik Krallık)",
      "column": "Olasılık oranı",
      "value": "1,43",
      "numeric_value": null,
      "note": null,
      "data_year": null,
      "source": "Yang L, Li C, Li X et al. (2022). Prevalence of developmental dyslexia in primary school children: a systematic review and meta-analysis. Brain Sci, 12(2), 240. | Rutter M, Caspi A, Fergusson D et al. (2004). Sex differences in developmental reading disability: new findings from 4 epidemiological studies. JAMA, 291(16), 2007-12. | Quinn JM, Wagner RK (2015). Gender differences in reading impairment and in the identification of impaired readers: results from a large-scale study of at-risk readers. J Learn Disabil, 48(4), 433-45. | Arnett AB, Pennington BF, Peterson RL, Willcutt EG, DeFries JC, Olson RK (2017). Explaining the sex difference in dyslexia. J Child Psychol Psychiatry, 58(6), 719-727. | Willcutt EG, Pennington BF (2000). Comorbidity of reading disability and attention-deficit/hyperactivity disorder: differences by gender and subtype. J Learn Disabil, 33(2), 179-91.",
      "source_url": "https://pubmed.ncbi.nlm.nih.gov/35204003/ | https://pubmed.ncbi.nlm.nih.gov/15113820/ | https://pubmed.ncbi.nlm.nih.gov/24153403/ | https://pubmed.ncbi.nlm.nih.gov/28176347/ | https://pubmed.ncbi.nlm.nih.gov/15505947/"
    },
    {
      "section": "Disleksi erkeklerde mi kızlarda mı daha sık?",
      "type": "table",
      "title": "Dört epidemiyolojik kohortta cinsiyete göre okuma güçlüğü (okuyucuların en alttaki %15'i)",
      "row": "E-Risk (Birleşik Krallık)",
      "column": "Erkek",
      "value": "%18,0",
      "numeric_value": null,
      "note": null,
      "data_year": null,
      "source": "Yang L, Li C, Li X et al. (2022). Prevalence of developmental dyslexia in primary school children: a systematic review and meta-analysis. Brain Sci, 12(2), 240. | Rutter M, Caspi A, Fergusson D et al. (2004). Sex differences in developmental reading disability: new findings from 4 epidemiological studies. JAMA, 291(16), 2007-12. | Quinn JM, Wagner RK (2015). Gender differences in reading impairment and in the identification of impaired readers: results from a large-scale study of at-risk readers. J Learn Disabil, 48(4), 433-45. | Arnett AB, Pennington BF, Peterson RL, Willcutt EG, DeFries JC, Olson RK (2017). Explaining the sex difference in dyslexia. J Child Psychol Psychiatry, 58(6), 719-727. | Willcutt EG, Pennington BF (2000). Comorbidity of reading disability and attention-deficit/hyperactivity disorder: differences by gender and subtype. J Learn Disabil, 33(2), 179-91.",
      "source_url": "https://pubmed.ncbi.nlm.nih.gov/35204003/ | https://pubmed.ncbi.nlm.nih.gov/15113820/ | https://pubmed.ncbi.nlm.nih.gov/24153403/ | https://pubmed.ncbi.nlm.nih.gov/28176347/ | https://pubmed.ncbi.nlm.nih.gov/15505947/"
    },
    {
      "section": "Disleksi erkeklerde mi kızlarda mı daha sık?",
      "type": "table",
      "title": "Dört epidemiyolojik kohortta cinsiyete göre okuma güçlüğü (okuyucuların en alttaki %15'i)",
      "row": "E-Risk (Birleşik Krallık)",
      "column": "Kız",
      "value": "%13,0",
      "numeric_value": null,
      "note": null,
      "data_year": null,
      "source": "Yang L, Li C, Li X et al. (2022). Prevalence of developmental dyslexia in primary school children: a systematic review and meta-analysis. Brain Sci, 12(2), 240. | Rutter M, Caspi A, Fergusson D et al. (2004). Sex differences in developmental reading disability: new findings from 4 epidemiological studies. JAMA, 291(16), 2007-12. | Quinn JM, Wagner RK (2015). Gender differences in reading impairment and in the identification of impaired readers: results from a large-scale study of at-risk readers. J Learn Disabil, 48(4), 433-45. | Arnett AB, Pennington BF, Peterson RL, Willcutt EG, DeFries JC, Olson RK (2017). Explaining the sex difference in dyslexia. J Child Psychol Psychiatry, 58(6), 719-727. | Willcutt EG, Pennington BF (2000). Comorbidity of reading disability and attention-deficit/hyperactivity disorder: differences by gender and subtype. J Learn Disabil, 33(2), 179-91.",
      "source_url": "https://pubmed.ncbi.nlm.nih.gov/35204003/ | https://pubmed.ncbi.nlm.nih.gov/15113820/ | https://pubmed.ncbi.nlm.nih.gov/24153403/ | https://pubmed.ncbi.nlm.nih.gov/28176347/ | https://pubmed.ncbi.nlm.nih.gov/15505947/"
    },
    {
      "section": "Disleksi erkeklerde mi kızlarda mı daha sık?",
      "type": "table",
      "title": "Dört epidemiyolojik kohortta cinsiyete göre okuma güçlüğü (okuyucuların en alttaki %15'i)",
      "row": "E-Risk (Birleşik Krallık)",
      "column": "Olasılık oranı",
      "value": "1,39",
      "numeric_value": null,
      "note": null,
      "data_year": null,
      "source": "Yang L, Li C, Li X et al. (2022). Prevalence of developmental dyslexia in primary school children: a systematic review and meta-analysis. Brain Sci, 12(2), 240. | Rutter M, Caspi A, Fergusson D et al. (2004). Sex differences in developmental reading disability: new findings from 4 epidemiological studies. JAMA, 291(16), 2007-12. | Quinn JM, Wagner RK (2015). Gender differences in reading impairment and in the identification of impaired readers: results from a large-scale study of at-risk readers. J Learn Disabil, 48(4), 433-45. | Arnett AB, Pennington BF, Peterson RL, Willcutt EG, DeFries JC, Olson RK (2017). Explaining the sex difference in dyslexia. J Child Psychol Psychiatry, 58(6), 719-727. | Willcutt EG, Pennington BF (2000). Comorbidity of reading disability and attention-deficit/hyperactivity disorder: differences by gender and subtype. J Learn Disabil, 33(2), 179-91.",
      "source_url": "https://pubmed.ncbi.nlm.nih.gov/35204003/ | https://pubmed.ncbi.nlm.nih.gov/15113820/ | https://pubmed.ncbi.nlm.nih.gov/24153403/ | https://pubmed.ncbi.nlm.nih.gov/28176347/ | https://pubmed.ncbi.nlm.nih.gov/15505947/"
    },
    {
      "section": "Dillere göre disleksi",
      "type": "chart",
      "title": "Birinci okul yılının sonunda doğru okunan tanıdık kelimeler",
      "row": "Çoğu Avrupa dili (ör. Fince, Almanca, İspanyolca)",
      "column": "Doğru okunan kelimeler",
      "value": ">%95",
      "numeric_value": 95,
      "note": "13 Avrupa yazım sistemi",
      "data_year": null,
      "source": "Seymour PHK (2005). Early reading development in European orthographies. In Snowling MJ, Hulme C (eds.), The Science of Reading: A Handbook, 296-315. Blackwell.",
      "source_url": "https://sites.pitt.edu/~perfetti/PDF/Seymour.pdf"
    },
    {
      "section": "Dillere göre disleksi",
      "type": "chart",
      "title": "Birinci okul yılının sonunda doğru okunan tanıdık kelimeler",
      "row": "Portekizce, Fransızca, Danca",
      "column": "Doğru okunan kelimeler",
      "value": "≈%75",
      "numeric_value": 75,
      "note": "aynı çalışma",
      "data_year": null,
      "source": "Seymour PHK (2005). Early reading development in European orthographies. In Snowling MJ, Hulme C (eds.), The Science of Reading: A Handbook, 296-315. Blackwell.",
      "source_url": "https://sites.pitt.edu/~perfetti/PDF/Seymour.pdf"
    },
    {
      "section": "Dillere göre disleksi",
      "type": "chart",
      "title": "Birinci okul yılının sonunda doğru okunan tanıdık kelimeler",
      "row": "İngilizce, birinci yıl",
      "column": "Doğru okunan kelimeler",
      "value": "%34",
      "numeric_value": 34,
      "note": "aynı çalışma",
      "data_year": null,
      "source": "Seymour PHK (2005). Early reading development in European orthographies. In Snowling MJ, Hulme C (eds.), The Science of Reading: A Handbook, 296-315. Blackwell.",
      "source_url": "https://sites.pitt.edu/~perfetti/PDF/Seymour.pdf"
    },
    {
      "section": "Aile öyküsü ve kalıtım",
      "type": "chart",
      "title": "Aile öyküsü olan ve olmayan çocuklarda sonradan disleksi görülme oranı",
      "row": "Anne-babada ya da kardeşte disleksi var",
      "column": "Disleksi görülme oranı",
      "value": "%45",
      "numeric_value": 45,
      "note": "21 örneklem, meta-analiz 2016",
      "data_year": null,
      "source": "Snowling MJ, Melby-Lervåg M (2016). Oral language deficits in familial dyslexia: a meta-analysis and review. Psychol Bull, 142(5), 498-545.",
      "source_url": "https://pubmed.ncbi.nlm.nih.gov/26727308/"
    },
    {
      "section": "Aile öyküsü ve kalıtım",
      "type": "chart",
      "title": "Aile öyküsü olan ve olmayan çocuklarda sonradan disleksi görülme oranı",
      "row": "Aile öyküsü yok",
      "column": "Disleksi görülme oranı",
      "value": "%11,6",
      "numeric_value": 11.6,
      "note": "aynı meta-analizdeki kontrol grupları",
      "data_year": null,
      "source": "Snowling MJ, Melby-Lervåg M (2016). Oral language deficits in familial dyslexia: a meta-analysis and review. Psychol Bull, 142(5), 498-545.",
      "source_url": "https://pubmed.ncbi.nlm.nih.gov/26727308/"
    },
    {
      "section": "Okuma müdahalelerinin etkisi",
      "type": "chart",
      "title": "Dört meta-analizde okuma müdahalelerinin ortalama etkisi",
      "row": "Anaokulu–3. sınıf, küçük gruplar",
      "column": "Etki büyüklüğü",
      "value": "0,54",
      "numeric_value": 0.54,
      "note": "72 çalışma, temel becerilerin standart ölçüleri, 2016",
      "data_year": null,
      "source": "Wanzek J, Vaughn S, Scammacca N et al. (2016). Meta-analyses of the effects of tier 2 type reading interventions in grades K-3. Educ Psychol Rev, 28(3), 551-576.",
      "source_url": "https://pubmed.ncbi.nlm.nih.gov/27594774/"
    },
    {
      "section": "Okuma müdahalelerinin etkisi",
      "type": "chart",
      "title": "Dört meta-analizde okuma müdahalelerinin ortalama etkisi",
      "row": "Anaokulu–5. sınıf, disleksisi olan ya da riskli",
      "column": "Etki büyüklüğü",
      "value": "0,33",
      "numeric_value": 0.33,
      "note": "53 çalışma, standart okuma testleri, 2023",
      "data_year": null,
      "source": "Hall C, Dahl-Leonard K, Cho E et al. (2023). Forty years of reading intervention research for elementary students with or at risk for dyslexia: a systematic review and meta-analysis. Read Res Q, 58(2), 285-312.",
      "source_url": "https://pubmed.ncbi.nlm.nih.gov/42609867/"
    },
    {
      "section": "Okuma müdahalelerinin etkisi",
      "type": "chart",
      "title": "Dört meta-analizde okuma müdahalelerinin ortalama etkisi",
      "row": "Ses temelli öğretim, randomize çalışmalar",
      "column": "Etki büyüklüğü",
      "value": "0,32",
      "numeric_value": 0.32,
      "note": "22 RKÇ, okuma, 2014",
      "data_year": null,
      "source": "Galuschka K, Ise E, Krick K, Schulte-Körne G (2014). Effectiveness of treatment approaches for children and adolescents with reading disabilities: a meta-analysis of randomized controlled trials. PLoS One, 9(2), e89900.",
      "source_url": "https://pubmed.ncbi.nlm.nih.gov/24587110/"
    },
    {
      "section": "Okuma müdahalelerinin etkisi",
      "type": "chart",
      "title": "Dört meta-analizde okuma müdahalelerinin ortalama etkisi",
      "row": "4–12. sınıf, okumakta zorlananlar",
      "column": "Etki büyüklüğü",
      "value": "0,21",
      "numeric_value": 0.21,
      "note": "standart ölçüler, 2015",
      "data_year": null,
      "source": "Scammacca NK, Roberts G, Vaughn S, Stuebing KK (2015). A meta-analysis of interventions for struggling readers in grades 4-12: 1980-2011. J Learn Disabil, 48(4), 369-90.",
      "source_url": "https://pubmed.ncbi.nlm.nih.gov/24092916/"
    }
  ]
}