Özet:

Students with learning difficulties experience significant difficulties in their reading skills due to disorders in the voice cognitive component of the language. The aim of this study is to compare the performance of students with learning difficulties and non-study in their audio-intelligence processing skills (audio-intelligence awareness, fast automatic naming, audio-intelligence short-term memory). In the study, a comparative research model was used. The participants consist of a total of 40 students, including 20 and non-20 who have continued learning difficulties in primary school third class. In the assessment of vocabulary reading skills, the Turkish Word Reading Test, the Voice Information Awareness Assessment Processes, the Fast Naming Test, the Fast Automatic Naming Test, and the Voice Information Short-Term Memory Assessment, the Work Memory Scale, the Voice Information Awareness Assessment Processes, the Voice Information Awareness Assessment Processes, the Voice Information Awareness Assessment Processes, the Voice Information Awareness Assessment Processes, the Voice Information Awareness Processes, the Voice Information Awareness Processes, the Voice Information Awareness Processes, the Voice Information Awareness Processes, the Voice Information Awareness Processes, the Voice Information Awareness Processes, the Voice Information Awareness Processes, the Voice Information Awareness Processes, the Voice Information Awareness Processes. The results showed that students with learning difficulties in all skills were significantly failed from their colleagues with normal reading success. Students with learning difficulties and non-learning have shown that there are meaningful relationships between word reading skills and voice cognitive processing skills. The findings were discussed in the framework of the area. Keywords: learning difficulties; word reading; audio intelligence processing; audio intelligence awareness; fast-automatic naming; audio intelligence short-term memory.