ÖZBu çalışmada Türkiye'de yaşayan yetişkinlerin disleksiye ilişkin bilgi düzeylerinin incelenmesi amaçlanmıştır. Genel tarama modelinde yürütülen çalışmada birinci yazar tarafından geliştirilen "Disleksi Bilgi Düzeyi Belirleme Anketi" kullanılmıştır. Bu ankette disleksinin tanımı, nedenleri, yaygınlığı, disleksili bireylerin özellikleri, disleksinin tanı-terapi-tedavisi ve disleksili bireylerin okul sonrası yaşamları ile ilgili 20 madde bulunmaktadır. Çalışmaya katılan 500 yetişkinin %18.8'i daha önce "disleksi" terimini duymadığını belirtmiştir. "Disleksi" terimini duyduğunu belirten 406 katılımcı disleksi ile ilgili maddeleri yanıtlamaya devam etmiştir. Verilerin analizi sonucunda katılımcıların disleksiye ilişkin bilgi düzeylerinin oldukça düşük olduğu; disleksiye ilişkin bilgi düzeyinin katılımcıların yaş ve eğitim düzeylerinden etkilenmediği, kadın katılımcıların erkek katılımcılara göre disleksi konusunda daha bilgili oldukları görülmüştür. Bulgular alanyazın ışığında tartışılmış ve toplumda disleksi farkındalığını artırmaya yönelik yapılabilecekler konusunda öneriler sunulmuştur.Anahtar Kelimeler: Özgül öğrenme güçlüğü, disleksi, disleksi farkındalığı, disleksi bilgi düzeyi, okuma güçlüğü. ABSTRACTThe aim of this study is to examine the knowledge level of adults living in Turkey about dyslexia. Participants (n = 500) answered survey questions pertaining to the definition, causes, prevalence, characteristics, the diagnosis, therapy of dyslexia and the post-school life of people with dyslexia. 18.8% of the participants (n= 94) stated that they did not hear the term of dyslexia before. Participants stated that they heard the term of dyslexia (n=406) continued to respond to the questionnaire. The results showed that participants' level of knowledge about dyslexia was quite low; that the level of knowledge about dyslexia is not affected by age and education levels of the participants; female participants were more knowledgeable about dyslexia than male participants. The findings were discussed in the light of the literature and suggestions were made about what could be done to increase awareness of dyslexia in society.

Introduction: The aim of this study is to compare working memory performance between children with and without stuttering. The second aim of the study is to examine the relationship between stuttering frequency and working memory performance in children who stutter (CWS). Method: The study sample included 20 children with stuttering and 20 children without stuttering and any other concominant speech and language disorders. The participants were matched for age and gender. Working Memory Scale was used for the assessment of working memory. Data from CWS and children who do not stutter (CWNS) were compared with independent samples t-test or Mann-Whitney U test based on normality analyses. The relation between the variables in CWS was examined with Pearson correlation analysis. Also, the percentage of stuttered syllables in a speech sample was calculated in children with stuttering. Results: There was not a significant difference in verbal and visual memory subtests scores between the children with and without stuttering. However, the verbal memory subtest scores were lower in the children with stuttering. Discussion: Despite the insignificant results, the study attracts attention to deficits in phonological memory and phonological coding in children with stuttering. In addition, although there was not a significant difference in the visual memory subtests, the children who stutter displayed higher performance in the visual memory subtests. This could be considered as a compensatory mechanism. Conclusion, Limitations and Suggestions: It can be suggested that further longitudinal studies having larger samples including different age groups, using different behavioral measurement tools and brain imaging techniques may shed light on the issue.

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Objective: To determine the correlation between coronaphobia and academic procrastination among university students during the first 3-month coronavirus disease-2019 lockdown. Method: The cross-sectional study was conducted from June to July 2020 at the Hamidiye Faculty of Health Sciences, the University of Health Sciences, Istanbul, Turkey, and comprised Health Sciences students of either gender across 10 departments. The coronavirus disease-2019 Phobia Scale and the Scale of Academic Procrastination Behaviour were used to gather data. The relationship of the scores was examined with respect to gender and academic level. Data was analysed using SPSS 21. Results: Of the 743 subjects enrolled, 681(91.65%) completed the survey; 548(80.5%) females and 133(19.5%) males. The overall mean age was 20.91±1.94 years (range: 18-35 years). The largest group was that of first year students 229(33.6%). There was a significant correlation between coronaphobia and academic procrastination (p=0.001). Total coronaphobia (p=0.023) and psychological subscale scores (p=0.001) of women were significantly higher than men. Negative perceptions regarding instructors were higher in men than women (p=0.038). The academic year was not significantly associated with either coronaphobia (p=0.249) or procrastination (p=0.546). Conclusion: The coronavirus disease-2019 created a phobia and this caused academic procrastination in health sciences students, especially women. Key Words: COVID-19, Pandemic, Phobia, Procrastination, Education.

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