The aim of this study is to examine postgraduate theses on reading difficulties in Turkey between 2002 and 2024. The study employed document analysis, a qualitative research method. Data were collected from the Higher Education Council (YÖK) Thesis Centre database and consisted of 55 postgraduate theses (16 doctoral and 39 master’s). The data were analysed using content analysis. Findings indicate that research in this field has increased notably since 2011, reaching its peak in 2024. Most theses were conducted at Ankara University and Gazi University. The studies were predominantly carried out using quantitative and qualitative methods, generally with small sample groups (0–25 participants) and primarily at the primary school level. The most commonly used data collection tool was the reading comprehension inventory. The theses mainly focused on reading fluency and reading comprehension themes. Results frequently showed that students with reading difficulties have lower academic achievement compared to their peers. Additionally, recommendations emphasised the importance of strategy-based teaching practices. Keyword analysis revealed that “reading difficulties” and “fluent reading” were the most frequently used terms.Keywords: Reading difficulties, dyslexia, specific learning difficulties.

Reading difficulties, dyslexia, specific learning difficulties