Audiological findings of students with reading-writing difficulties

The purpose of this study is to evaluate the audiological findings by considering the socio-economic characteristics of the students who have reading-writing difficulties without a known mental, psychological and / or sensory diagnosis. Among the 147 students who included the criteria for inclusion; the average age of 8.76, 7-13 years old, 15 girls 35 male and 50 students attended. First of all, the students were applied Kent E.G.Y., Porteus Labyrinths, Meb Special Learning Difficulty Performance Determination Form. Then, audiologic evaluation was performed by using pure tone audiometry, speech audiometry, tympanometry, otacoustic emission test. A socio-economic assessment questionnaire was applied to the parents of the students. There was a significant relationship between the reading-writing difficulty scores and the right and left ear airway and bone conduction SSO (p <0.05). A significant relationship was found between of reading-writing difficulty scores and the ability to speech threshold and the percentage of speech discrimination (p <0.05). A significant difference was found between the reading-writing difficulty scores students who had Type A, Type A and Type C findings in both right ear and left tympanometry tests (p <0.05). There was no significant difference between the reading-writing difficulty scores and those who passed and leftovers the right and left ear TEOAE test (p> 0.05). When we examine the effects of all variables taking into account the socio-economic characteristics on the reading-writing difficulty scores, It was found that only pre-school education variable had a significant effect (p = 0.02). In our study, it was found that there was no significant effect of the audiological parameters above the reading-writing difficulty in the absence of any known mental, psychological and/or sensory diagnosis. Considering all variables, including socio-economic characteristics, it was found that having benefited from preschool education had a significant effect on reading-writing difficulties. Keywords: Audiology , hearing, reading-writing difficulty