Examination of the relationship between the pragmatic language skills and the reading comprehension skills of students with learning difficulties

Within the scope of the research, 95 students with specific learning difficulties who continue their primary education in Ankara and also receive support education services from private special education and rehabilitation centres were studied. The aim of the study is to examine how the participants' reading skills and pragmatic language skills differ according to the gender, age, and grade level of the participants and to reveal the relationship between the participants' pragmatic language skills and their reading comprehension skills. Research participants continue their education between the second and eighth grades, and their ages range from eight to 12. The data on the pragmatic language skills levels of the students were collected using the PDBE-TV, which consists of 45 questions and is scored by the teachers of the participants. The data on the reading comprehension skills of the participants were obtained with the SOBAT-II, which the researcher applied to the students. Relational screening design, one of the quantitative research methods, was used in the research. Analysis of variance, t-test and regression analysis were also used in the study. In the study, it was found that the reading skills of the participants differed significantly according to age and class level. It was observed that female participants achieved significantly higher scores than male participants in social interaction skills. In-class interaction skills, which are the subtitles of pragmatic language skills, were moderately related to the reading aloud score and speed reading skills. It was observed that there was a moderate relationship between the participants' reading comprehension skills and their pragmatic language skills and in-class interaction skills, which are the subtitles of pragmatic language skills.