Investigation of the relationship between listening skills and reading skills of children with special learning disability diagnosis

Central auditory processing disorder or insufficient listening skills due to lack of phonological coding are mentioned among the causes of reading difficulties in children with a diagnosis of special learning disability. In this study, it was aimed to evaluate the vocabulary, pronunciation skills and reading skills of children diagnosed with special learning disabilities and to examine the relationship between auditory performance skills. For this purpose, 30 children between the ages of 7 and 12 who were diagnosed with a special learning disability were included in the study. The Turkish Expressive and Receptive Language Test (TIFALDI) was administered to all children to assess their vocabulary, the Pronunciation and Phonology Test to assess their pronunciation and phonology skills, and the Special Learning Disability (SLD) Battery Reading Subtest to assess their reading skills. In addition, the teachers of the children participating in the study; completed the Children's Auditory Performance Scale (CHAPS) questionnaire to evaluate children's auditory performance skills. The relationship between the test results applied to the participants and the auditory performance values of the children was examined. As a result of the study, a significant relationship was found between auditory performance scores and reading skills in children diagnosed with special learning disabilities (p<0.05). In line with these results, it was concluded that auditory processing skills should be evaluated in the diagnosis process of children diagnosed with special learning disabilities