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A Study on Reading Disabled Children's Phonological and Short-Term Memory Skills, and WISC-R Test Scores

Hande Kesikçi, Sonia Amado
2005; 20(55):99-113

        [Turkish Summary]        [Turkish PDF]    [English PDF]    [Mail to Author]
The purpose of this study is to compare the performance of Turkish speaking, reading disabled children with their normal peers on their phonological memory, short-term memory and WISC-R scores. In accordance with this purpose, 7-11 years old 49 children with reading disability were included in the study. Age, sex and socio-economic status matched controls were selected and non-word phonological memory measurements, Visual Aural Digit Span Test and WISC-R Intelligence Scale were administered to all subjects. Analysis revealed that, reading disabled children made more errors on non-word phonological memory measurements, received lower scores on Visual Aural Digit Span Test and WISC-R Intelligence Scale verbal subtests compared to the control group. As a conclusion, although Turkish is a more phonetic language than English, Turkish speaking reading disabled children were found to have difficulty in phonological memory measurements. Evaluation of language development and phonological processes for predicting reading disability risk groups in preschool years is recommended.

Keywords: Reading disability, phonological memory, WISC-R