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Özet: Bu araştırmada okuma ve yazma güçlüğü bulunan öğrencilerin akademik, duygusal ve sosyal yönlerinin öğrenci, öğretmen, veli ve arkadaş bakış açısıyla ele alınması amaçlanmıştır. Çalışma, nitel araştırma yöntemi kapsamında bir durum (örnek olay) çalışmasıdır. Çalışmada durum olarak yer alan öğrenciler, ilkokul 3. ve 4. sınıfta öğrenim gören bir kız ve bir erkek öğrencidir. Öğrenciler, amaçlı örnekleme yöntemine göre tespit edilmiştir. Araştırmacılar tarafından çalışmaya katılan öğrenci, öğretmen, veli ve öğrencilerin yakın arkadaşlarına yönelik hazırlanan ve açık uçlu sorular ile yarı yapılandırılmış sorularının yer aldığı görüşme formları oluşturulmuştur. Görüşmeler yüz yüze gerçekleştirilmiş ve kayıt altına alınmıştır. Veriler, betimsel analiz yöntemi kullanılarak analiz edilmiştir. Çalışma ile birlikte, öğrenme güçlüklerinin fark edilmesindeki en büyük etkenin çocukların okuma ve yazma sürecini geriden takip etmeleri olduğu; okuma ve yazmayla ilgili olarak hece, harf, kelime, satır takibi, kalem tutma ile akıcı okuma ve yazma sorunlarının Anahtar Kelimeler: Okuma güçlüğü, yazma güçlüğü, örnek olay çalışması.Abstract: The aim of this study was to examine the academic, emotional and social aspects of students with dyslexia in points of view of students, teachers, parents and friends. The study is a case study, which is one of the qualitative research methods. One girl and one boy studying at 3rd and 4th grades in primary school participated to the study. . The students were determined according to Purposeful Sampling Method. Semi-structured, open-ended interview forms were developed by the author and conducted to the students, teachers, parents and close friends of the students. The interviews were made face-to-face and were recorded. The data were analyzed by using the Descriptive Analysis Method. In the context of the study, it was determined that the biggest factor in detecting the learning difficulties was the falling-back of the students in following reading and writing processes; they had problems in recognizing syllables, letters, words, lines, holding the pens; and speed problems in reading and writing; the cooperation of teachers and parents is extremely important in solving the problems; these children are successful in expressing what they hear in situations that do not require reading and writing; they spent time for social activities, and have self-confidence and are outgoing; these children feel helpless because parents and teachers do not have adequate equipment and knowledge about these children; the education and training provided to the teachers about children who have learning difficulties are monotonous and inadequate; there is no specialist support on reading and writing problems; families are sorry, helpless and worried; and children have high ideals for their futures.

In this study, it is aimed to examine the characters in 3-6 year old children's books in terms of social and emotional skills. The study is a document review within the scope of qualitative research method. In the study, 56 illustrated children's books which addresses the 3-6 age range and borrowed the most in the last 1 year in Uşak public library were examined. As a data collection tool, 'The Form of Examining the Social and Emotional Skills of Characters' was formed by taking into consideration the gains of the social-emotional development area in the Ministry of National Education 2013 Preschool Education Program. Document analysis was used to examine the books and content analysis was used in data analysis. At the end of the research, it was seen that the characters in the books did not have all the social and emotional skills expected from the preschool children. The gain of "Show positive / negative feelings about an event or situation in appropriate ways" is the skill that the characters have the most. The gains of "He explains different cultural characteristics", "He talks about Atatürk "and "He realizes the value of art works" are not included in any way. In line with the results of the research, it is recommended that the authors should be more sensitive in terms of the skills expected from children and how these skills are handled when shaping the characters they include in their books.

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