Abstract:

The general purpose of this study is to study the relationship between understanding that students with/not learning difficulties read and the ability to solve verbal problems and the ability to understand that they read on the verbal problem. The study included a total of 120 students, including 60 students with normal development, with 60 learning difficulties on the 4th class in Ankara. Understanding that students with and not learning difficulties in the study and their performance in verbal process calculations are compared using the T test. Understanding that students read and the performance they obtain from verbal problems was analyzed using the Simple Vertical Regression Analysis. The findings have shown that understanding what you read is an important contributor to the solving of verbal problems. It has also been shown that students with learning difficulties have received lower scores in understanding that they read compared to their normal developing colleagues, completed processes in longer time, and solved less processes correctly.