Vocabulary and Reading Comprehension Skills of Students with Learning Disabilities and with Typical Development

This study aims to investigate the relationship between vocabulary and reading comprehension performances of students with learning disabilities and typical development. The study group consisted of total 60 students, 30 of whom with learning disabilities and 30 of whom with typical development. All of the participants were selected among the 3rd and 4th grade students in primary schools. The study was designed on the basis of correlational survey method and the data were collected through Turkish Expressive and Receptive Language Test (TERLT) and Informal Reading Inventory (IRI). The results of the analysis showed that students with learning disabilities had significantly lower performance in vocabulary and reading comprehension than their peers with typical development. A significant relationship was observed between vocabulary and reading comprehension skills of students with learning disabilities while there was not a significant relationship between the skills of students with typical development. The findings were discussed within the framework of related literature.