Abstract:

This study examined the level of relationship between the knowledge of the word and the understanding performance of students with learning difficulties and normal development and these skills. The study group consisted of a total of 60 students with 30 learning difficulties and 30 normal development. All of the participants were selected among the students of the 3rd and 4th classes. Relational scan model was used in the research. The data is collected using the Turkish Expression and Recipient Language Test (TIFALDY) and the Non-Formal Reading Inventory (FOOE). Analysis found that students with difficulty learning in their word knowledge and understanding of what they read have significantly lower performance than their colleagues with normal development. When the relationship between the students’ word knowledge and understanding skills is studied, there is a partially meaningful relationship between the students with learning difficulties and there is no meaningful relationship between the students with normal development. The findings were discussed in the framework of the area.

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