Investigation of the frequency of central auditory processing disorder in children with special learning difficulties

This study aims to examine the relationship between auditory performance skills and reading skills of children diagnosed with special learning disabilities. 50 children between the ages of 7 and 12 who were diagnosed with a special learning disability with the SÖZGER report and attending a special education and rehabilitation center were tested in different areas such as vocabulary, pronunciation and reading skills. In addition, the auditory performance skills of the children were also evaluated with the participation of their teachers. Parents completed the Children's Auditory Performance Rating Scale (CIPDS) questionnaire to assess children's listening skills. Language abilities were tested by applying the Special Learning Disability (SLD) Battery Reading Subtest, Pronunciation and Phonology Subtest to all participants. Of the 50 children participating in the study, 20 (40%) were girls and 30 (60%) were boys. The mean age of the children in the study group was 124.63 (ss:19.46) months. It was obtained from the test results of the child participant who was diagnosed with a special learning disability, while the youngest of the participants was 85 months old and the oldest was 155 months old, and from the CIPDÖ questionnaire filled in by the teachers. According to the Wilcoxon Sequential Signs test analysis, there is no significant difference in age distribution among the participants according to gender (Z = 228.50 p = 0.87). CIPD; A moderately positive and significant relationship was found between listening skill score in noisy environment, listening skill score in quiet environment, auditory memory, auditory attention scores and age. A negative and weakly significant relationship was found between the level of family education and the findings of only the listening skills of children in a multi-stimulus environment. No significant correlation was observed in terms of other subtests of CIPI. A moderate positive correlation was found between class level and listening skills and auditory attention skills in noisy environments. There was a slight positive correlation between class level and listening skills in quiet and ideal environments. In addition, a slight positive correlation was obtained between grade level and auditory memory skills. A moderate positive correlation was found between the PBL's listening skill scores in a noisy and quiet environment and the number of words read in one minute. A moderate positive correlation was found between auditory attention skills and the number of words read per minute. A moderate negative correlation was found between the CIPDÖ listening skill score in a multi-stimulus environment and the duration of reading the text. However, no significant relationship was found between other CIPD scores and the duration of reading the text. No significant correlation was found between all CIPD scores and total reading error and one minute reading error. There was a moderate positive correlation between the CIPDÖ listening skill in a noisy environment, listening skill in a quiet environment, auditory memory and auditory attention scores and the number of correctly answered questions. As a result of the study, a significant relationship was found between the auditory performance scores of the children diagnosed with special learning disabilities and their reading skills. For this reason, it is important to evaluate the auditory processing skills of children diagnosed with special learning disabilities.