Yalçınkaya, FulyaMuluk, Nuray BayarŞahin, Semra2020-06-252020-06-252009closedAccess0165-58761872-8464https://doi.org/10.1016/j.ijporl.2009.04.022https://hdl.handle.net/20.500.12587/4404Objectives: The aim of this study was to investigate the effects of listening ability on speaking, writing and reading skills of children who was suspected of auditory processing difficulty (APD). Method: This research was conducted with 67 children in 1st or 2nd grade of primary school. The first group (Group I-control) was comprised of 41 children without APD. The second group (Group II-study group) was comprised of 26 children with APD. Listening, speaking, reading and writing skills were evaluated by Observational Rating Scale (ORS) and analyzed in both groups. Results: Listening value of ORS in APD group was significantly lower; and, speaking, reading and writing values of ORS in APD group were significantly higher than control group (p = 0.000). It was also found that, the main effect of listening skills was on speaking in normal childs, and on writing ability in children with APD. Conclusion: It was concluded that, for school-aged children, APD can lead to or is associated with difficulties in written language. (C) 2009 Elsevier Ireland Ltd. All rights reserved.eninfo:eu-repo/semantics/closedAccessListeningReadingWritingSpeakingSchool-age childrenAuditory processing difficulty (APD)Observational Rating Scale (ORS)Article7381137114210.1016/j.ijporl.2009.04.0222-s2.0-6764911785419477531Q2WOS:000268219700015Q3