Understanding the Self-Reported Reading Habits of Middle School Students with Dyslexia in Inclusive Classrooms in Türkiye

This study explored the reading habits of middle school students with dyslexia who participate in inclusive education in Türkiye. The sample included 77 students in grades 6–8 from diverse socioeconomic backgrounds. Data were collected using a demographic form and an adapted version of the Reading Habit Scale. Descriptive statistics, t-tests, and ANOVA were used for analysis. Results indicated that students generally reported moderate to high levels of reading habits. Significant differences were found based on gender, academic achievement, and participation in supplementary support education programs. No significant differences were observed for other demographic variables. Findings highlight the importance of individualized supports in inclusive settings to promote reading engagement in students with dyslexia.