Disleksi Tanılı Çocuklarda ve Normal Gelişim Gösteren Çocuklarda İşitsel İşlemleme ile Dil Becerilerinin İncelenmesi

Abstract

Amaç: Bu çalışmada disleksi tanısı almış çocuklarda ve normal gelişim gösteren çocuklarda işitsel işlemleme becerileri ile dil becerilerinin karşılaştırılması amaçlanmıştır. Araçlar ve Yöntem: Çalışma grubuna disleksi tanısı almış 15 katılımcı, kontrol grubuna ise 15 sağlıklı katılımcı dahil edildi. Tüm gruplara frekans patern testi, süre patern testi, dikotik test, Montreal Bilişsel Değerlendirme Testi (MoCA) ve Türkçe Okul Çağı Dil Gelişim Testi (TODİL) uygulandı. İstatistiksel analiz, tanımlayıcı istatistikler, Mann-Whitney U testi ve Spearman Korelasyon Analizi kullanılarak yapıldı. Bulgular: Frekans patern ve süre patern testinde kontrol grubu ile disleksi grubu arasında istatistiksel olarak anlamlı farklılık gözlendi (p<0,001). Disleksi grubu kontrol grubuna göre daha düşük performans gösterdi. TODİL testinde de iki grup arasında istatistiksel olarak anlamlı farklılık gözlendi (p<0,01). Disleksi grubunun dil becerileri kontrol grubuna göre daha düşük elde edildi. MoCA testinde de istatistiksel olarak anlamlı farklılık gözlendi (p<0,001). Sonuç: Disleksili çocukların normal gelişim gösteren çocuklara göre daha düşük dil ve işitsel işlemleme becerilerine sahip olabileceği sonucuna varıldı.

Keywords

• disleksi
• odyoloji
• öğrenme bozuklukları
• santral işitsel işlemleme bozukluğu

Supporting Institution

Bu çalışma 2022/1 dönemi TÜBİTAK 2209-A projesi kapsamında desteklenmiştir.

Ethical Statement

Bu çalışma Helsinki Bildirgesi'ne uygun olarak yürütülmüş ve İstanbul Medipol Üniversitesi Girişimsel Olmayan Klinik Araş-tırmalar Etik Kurulu tarafından onaylanmıştır (Sayı: E-10840098-604.01.01-3775, Tarih: 28/06/2022).

Thanks

Çalışmamıza katılan hastalarımıza ve izin veren ebeveynlerine teşekkür ederiz. Aynı zamanda bu çalışma, 2022/1 dönemi TÜBİ-TAK 2209-A projesi kapsamında desteklenmiştir.

Comparison of Auditory Processing Skills and Language Abilities in Children With Dyslexia

Abstract

Purpose: The aim of this study is to compare auditory processing skills and language abilities in children with dyslexia and typi-cally developing children. Materials and Methods: The study group consisted of 15 participants diagnosed with dyslexia, while the control group included 15 healthy participants. All participants underwent the Frequency Pattern Test, Duration Pattern Test, Dichotic Test, Montreal Cognitive Assessment (MoCA), and the Turkish School-Age Language Development Test (TODİL). Statistical analyses were performed using descriptive statistics, the Mann-Whitney U test and Spearman Correlation Analysis. Results: A statistically significant difference was observed between the control group and the dyslexia group in the Frequency Pattern and Duration Pattern tests (p<0.001), with the dyslexia group demonstrating lower performance. A significant difference was also found in the TODİL test (p<0.01), indicating that language abilities were lower in the dyslexia group compared to the control group. Additionally, the MoCA test revealed a statistically significant difference between the groups (p<0.001). Conclusion: It was concluded that children with dyslexia may have lower language and auditory processing skills compared to typically developing children.

Keywords

• audiology
• central auditory processing disorder
• dyslexia
• learning disabilities

Supporting Institution

This study was supported under the TÜBİTAK 2209-A project, 2022/1.

Ethical Statement

This study was conducted in accordance with the Helsinki Declaration and approved by the Istanbul Medipol University Non-Interventional Clinical Research Ethics Committee (Number: E-10840098-604.01.01-3775, Date: 28/06/2022).

Thanks

We would like to thank the patients who participated in our study and their parents who gave their permission. This study was also supported under the TÜBİTAK 2209-A project, 2022/1.

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