Evaluation of phonologic, morphologic and syntactic skills of primary school children with specific learning disorders

The aim of this study is to meet and examine the phonological, morphological and syntactic skills of children with Specific Learning Disorder (SLD) who show typical development. For this purpose, a total of 132 children, including children with Specific Learning Disorder (n=71) attending the second and third grades of primary school, and typically developing (n=61) children, participated in the study. In the evaluation of language skills of all participants in the study, auditory discrimination subtest in Turkish Pronunciation-Phonology Test for phonology, Turkish Phonological Awareness Test, phonemic analysis in Turkish Schoolage Language Skills Test, word discrimination subtest; Morphological completion subtest in Turkish Schoolage Language Skills Test was used for morphology and sentence comprehension subtest in Turkish Schoolage Language Skills Test was used for syntax. The comparative descriptive research model, one of the quantitative research methods, was used in the study. As a result of the statistical analysis, it was found that children with Specific Learning Disorder performed lower than children with typical development in terms of the scores they got from the tests. As a result of the research, evaluation results were revealed that will make positive contributions to speech and language therapists in the planning process of the therapy of children with Specific Learning Disorder.