Evaluation of phonological therapy in school-age children with specific learning disabilities

A total of 30 participants, 20 female and 10 male, aged between 8 and 14, participated in this study, which aims to evaluate the effectiveness of phonological therapy in children diagnosed with specific learning disabilities. The Spesific Learning Disability Battery was administered to the individuals participating in the study to evaluate their reading and writing skills, and the Auditory Discrimination Test and the Nonsense Word Reading Test were administered to evaluate auditory awareness skills. After these evaluations, the participants underwent an 8-week phonological therapy, each lasting 40 minutes. After phonological therapy was completed, all pre-test assessments before therapy were administered again after therapy. As a result of the evaluations, statistically significant differences were observed in the participants reading, writing, auditory discrimination skills and ability to read nonsense words (p<0.05). When the participants reading speeds were evaluated, no statistically significant difference was found before and after therapy. As a result, phonological therapy in children with specific learning disabilities; It was thought that it could be effective in developing reading, writing and phonological skills.