Abstract:

In this study, it is aimed to synthesize the current information on the examination of early literacy skills in the context of communication disorders. Thus, attention will be drawn to early literacy skills in the context of communication disorders in both research and practice areas. The traditional compilation method was used in this study. Within the scope of the review, a literature review was conducted on the assessment of early literacy skills of children who have problems in speech, language and hearing areas. As a result of the examinations, it was seen that children with various speech and language disorders such as developmental language disorder, speech sound disorder, stuttering and apraxia of speech are at risk in different components of early literacy skills. It has been found that children who have problems in both speech and language skills are more at risk in terms of early literacy skills compared to their peers who only have speech disorders or who have typical speech-language development. Also, findings have been found that children with hearing loss can exhibit higher grammatical errors and a different morpheme acquisition order compared to their normally hearing peers. In addition to these, it has been seen that children with hearing loss experience phonological awareness difficulties as a result of having deficient or impaired access to auditory signals. In conclusion, considering the predictive role of early literacy skills on reading performance in the future, it can be said that detecting deficiencies in this subject in the early period is very important in terms of minimizing the possible academic difficulties of children with communication disorders. It is recommended that children with communication disorders be assessed and supported from an early age in terms of early literacy skills.

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