Akademik Veri Yönetim Sistemi
Journal of Ear Nose Throat and Head Neck Surgery, cilt.33, sa.2, ss.63-69, 2025 (Scopus)
Objective: The improvement of children’s language and communication abilities plays a vital role in shaping cognitive functions. This study focuses on the assessment of language, attention, and memory skills in typical hearing children with and without speech sound disorders (SSD). Material and Methods: A total of 60 volunteer children aged between 6 and 9 years, both with and without SSD, were included. The diagnosis of SSD was determined using The Turkish Articulation and Phonology Test, language skills were assessed with the Test of Language Development-Primary: Fourth Edition (TOLD-P:4), memory skills with the Visual Auditory Digit Span (VADS) Test, and attention skills with the STROOP test. The language and cognitive test scores in children with and without SSD were compared using the Independent Samples t-test. The relationship between language and cognitive skills was examined using Pearson correlation analysis. The statistical significance level was determined as 0.05. Results: Significant differences were found between children with and without SSD in the TOLD-P:4 morpheme completion subtest (p=0.005), in the STROOP test 5th section (p=0.045), and the VADS visual-written subtest (p=0.002). Additionally, significant differences in STROOP and VADS scores were observed between children aged 7 and below based on literacy experience (p<0.05). Conclusion: The results of the study emphasize that children with SSD not only experience difficulties in language skills but also in attention and memory domains. Therefore, it is important to adopt a holistic approach in the educational and therapeutic programs for these children.