Gelişimsel Dil Bozukluğu Olan Çocuklar: Dil Gelişimi ve Sözel Çalışma Belleği

Giriş: Sözel çalışma belleğinin yapısı ve işleyişi göz önünde bulundurulduğunda, gelişimsel dil bozukluğuna sahip çocukların yaşadıkları dil güçlüklerinin sözel çalışma belleği sorunlarının bir yansıması olabileceği düşünülmüştür. Bu araştırma, ilişkisel tarama modelini kullanarak gelişimsel dil bozukluğuna sahip çocukların dil gelişimleri ile sözel çalışma belleği performansları arasındaki ilişkileri ortaya koymayı amaçlamaktadır. Yöntem: Bireysel dil ve konuşma bozuklukları terapisinden yararlanan, anadili Türkçe, 60-93 ay arasında olan ve kamu kurum ve kuruluşlarınca yapılan eğitsel değerlendirme sonucunda yalnızca dil gelişiminin desteklenmesine karar verilen 45 çocuk araştırmanın örneklemini oluşturmaktadır. Veriler Türkçe Erken Dil Gelişim Testi (TEDİL) ve Çalışma Belleği Ölçeği (ÇBÖ) kullanılarak toplanmış, sözel çalışma belleği alt boyutları ile alıcı, ifade edici ve sözel dil gelişimi arasındaki ilişkiler bu çalışma kapsamında incelenmiştir. Bulgular: Sonuçlara göre sözel çalışma belleği alt boyutlarının tamamı ile çocukların dil becerileri arasında anlamlı düzeyde ilişkiler bulunmuştur. Sözel kısa süreli bellek ile alıcı dil becerileri arasındaki ilişki düzeyi ifade edici dil becerilerine nazaran daha yüksektir. Ayrıca çocukların dil gelişimleri ile sözel çalışma belleği performanslarının terapiden yararlanma sürelerine bağlı olarak değişiklik göstermediği sonucuna ulaşılmıştır. Tartışma: Belirli bir engele bağlı olmaksızın dil gelişiminde güçlük yaşayan çocukların, sözel çalışma belleğinin alt boyutlarında farklı performanslar gösterdiği görülmüştür. Bu çocukların değerlendirme sürecine dil becerileriyle birlikte bilişsel süreçlerin de dahil edilerek bütüncül ve ayrıntılı bir değerlendirme yapılması gerektiği ileri sürülebilir.

Anahtar Kelimeler:

Gelişimsel dil bozuklukları, çalışma belleği, dil gelişimi, özgül dil bozukluğu, dil becerileri

Children with Developmental Language Disorders: Language Development and Verbal Working Memory

Introduction: This study aimed to identify the relationship between language development and verbal working memory performances of children with developmental language disorders. The sample of the study consisted of 45 children between the months of 60-93 who received individual language and speech therapy. According to the educational evaluation of governmental institutions and organizations, it was decided that these children should only receive language and speech therapy. Method: The data were obtained by using the Turkish Early Language Development Test (TELD) and the Working Memory Scale (WMS). The relationships between the sub-dimensions of verbal working memory and receptive, expressive, and verbal language development were examined. Findings: According to the results, significant relationships were found between all sub-dimensions of verbal working memory and children's language skills. The relationship between verbal short-term memory and receptive language skills was found to be higher than expressive language skills. The language development and verbal working memory performances of children did not change depending on the duration of therapy. Discussion: It was observed that children who have difficulties in language development regardless of their particular disability show different performances in the sub-dimensions of verbal working memory. It can be argued that a holistic and detailed assessment should be made by including cognitive processes along with language skills.

Keywords:

Developmental language disorders, working memory, language development, specific language impairment, language skills,

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