Comparative Analysis of Spelling Errors and Handwriting Legibility among Turkish and Syrian Refugee Primary School Students with Writing Difficulties

Authors : Gadir Daas, Orhan Aydın

Pages : 19-41

Doi:10.37233/trsped.drr.1791447

View : 167 | Download : 294

Publication Date : 2025-12-08

Article Type : Research Paper

Abstract :This study examines the spelling errors and handwriting legibility of primary school students from Turkish and Syrian backgrounds who experience writing difficulties in the Turkish language. A total of 30 third- and fourth-grade students, 15 Turkish and 15 Syrian-origin, were assessed through dictation and copying tasks using the Multidimensional Legibility Scale and the Spelling Error Form. While no significant differences were found between the two groups in terms of spelling errors or legibility, subtle differences in error patterns were observed. Syrian-origin students exhibited more frequent vowel confusion, potentially due to the phonetic and structural differences between Arabic and Turkish. Both groups demonstrated common writing issues, including letter omission, confusion, and inconsistent spacing. The study also found that female students performed better than male students in legibility, suggesting gender-related differences in fine motor skills. Additionally, Syrian students exhibited slower writing speeds compared to their Turkish peers, likely due to cognitive and linguistic factors related to bilingualism. These findings underline the importance of early intervention, individualized teaching strategies, and a focus on both cognitive and motor skills in addressing writing difficulties. The study concludes by recommending targeted support for bilingual students, with attention to both linguistic and developmental needs to enhance their academic outcomes.
Keywords : Öğrenme güçlüğü, yazma güçlüğü, ilkokul, göç, Türkiye, Suriye.

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