7(2), 2021 Copyright © 2021 by JLERE- https://dergipark.org.tr/en/pub/jlere ISSN: 2149-5602 Journal of Language Education and Research Research Article Trends in Studies to Improve Reading Skills for Students with Reading Difficulties* Zuhal Çeliktürk Sezgin** Akın Bilgin*** ARTICLE INFO ABSTRACT Received 18.01.2021 Reading difficulty can be defined as the inability of the individual to read in proportion to his/her intelligence level and physical characteristics. There are many studies aimed at addressing the reading difficulties of students with inability to read. This research, which was carried out in accordance with the qualitative research approach, seeks to determine the trends in studies which aimed at improving the reading skills of students with reading difficulties in Turkey. The data of the research were collected through qualitative document review and analyzed by the descriptive analysis. Within the scope of the research, Dergipark Academic, EBSCOhost, Google Academic and National Thesis Center databases were scanned and 53 studies were reached that met the predefined criteria. The studies identified were processed into the data processing template developed based on sub-problems. As a result of the research, it was seen that; the studies increased in 2019 and 2020, the majority of studies consist of articles, action research is preferred more as a research model, studies are concentrated at the 3rd and 4th grades of primary school, the vast majority of applications are performed with a single participant, implementation time in studies is often in the range of 26-50 course hours, repetitive reading and echo reading methods are much more preferred to improve reading skills, “The Informal Reading Inventory” was frequently used in the evaluation of reading skills. Revised form 26.03.2021 Accepted 10.10.2021 Doi:10.31464/jlere.864056 Keywords: Learning difficulty Reading difficulty Dyslexia Descriptive analysis Statement of Publication Ethics Ethical approval is not required for this type of study Authors’ Contribution Rate The authors contributed equally to the research. Conflict of Interest We have no conflicts of interest ____________________ *This study is an extended version of the oral presentation presented at EJERCongress 2020 (VIIth International Eurasian Educational Research Congress, Eskişehir/Turkey). **Asst. Prof. Dr., ORCID ID: https://orcid.org/0000-0001-7015-8426, Burdur Mehmet Akif Ersoy Üniversitesi, Faculty of Education, zuhalcelikturk@mehmetakif.edu.tr ***Primary School Teacher, ORCID ID: https://orcid.org/0000-0003-2733-0395, Ministry of Education, akinbilgin@live.com