Investigation of the relationship between theory of mind and pragmatic language skills in children aged 9–12 years with a diagnosis of specific learning disorder

This study was conducted to examine the relationship between pragmatic language skills and theory of mind abilities in children aged 9–12 years diagnosed with Specific Learning Disorder (SLD). The sample consisted of a total of 54 children, including 43 children with SLD (16 boys, 27 girls) aged between 9.00 and 12.80 years (M = 10.94 ± 1.08) and 11 typically developing (TD) children (5 boys, 6 girls) aged between 9.30 and 12.70 years (M = 10.67 ± 1.00).Data were collected using a Personal Information Form, the Pragmatic Language Skills Inventory (PLSI), the Sally-Anne Test, the Smarties Test, the Chocolate Test, the Ice Cream Truck Test, the Reading the Mind in the Eyes Test, the Strange Stories Test, and the Faux Pas Test. According to the Mann–Whitney U test results, the TD group obtained significantly higher scores than the SLD group on both pragmatic language and theory of mind measures. Spearman's rank-order correlation analysis revealed that, in the TD group, a significant positive relationship was found only between the PLSI Classroom Interaction subscale and the Eyes Test (r = 0.807; p = 0.003). In the SLD group, a significant positive association was observed only between the PLSI Social Interaction subscale and the Chocolate Test (r = 0.321; p = 0.036).Bootstrap-supported multiple regression analysis indicated that, within the SLD group, the Strange Stories Test (p = 0.015), which measures advanced theory of mind abilities, and gender (p = 0.027) were significant predictors of pragmatic language skills. Although the Eyes Test was correlated with pragmatic language skills, it did not emerge as an independent predictor in the regression model (p > 0.05). The overall regression model was statistically significant and explained 47% of the variance in pragmatic language skills (R² = 0.47; adjusted R² = 0.42; F = 8.56; p < 0.001).The findings suggest that, in children with Specific Learning Disorder, assessment and intervention processes targeting theory of mind and pragmatic language skills should consider gender differences and place greater emphasis on advanced theory of mind abilities involving the contextual understanding of one's own and others' mental states.