Abstract
The present study aimed to develop a temporal-processing-based auditory training program and examine its effectiveness on auditory perception skills in students with reading learning disorders. The study employed a mixed-methods design. In the qualitative phase, the intervention program was developed based on a systematic review of studies from scientific databases (2017–2025) and available software resources, and its content validity was confirmed by experts. In addition, ten specialists were selected through purposive sampling to evaluate the program. In the quantitative phase, a quasi-experimental design with a pretest–posttest, control group, and two-month follow-up was used. The sample consisted of 20 primary school students with reading learning disorders in the 2024–2025 academic year, selected through convenience sampling from assessment and intervention centers and randomly assigned to experimental and control groups.The intervention was implemented over 14 weekly sessions of 45 minutes for the experimental group. Data were collected using the Auditory Perception Test by Swetaka and Allen (1995) and analyzed using repeated-measures ANOVA in SPSS-24. Results indicated acceptable content validity (CVR = 0/72, CVI = 0/85). Findings showed significant improvements in all auditory perception components, including auditory awareness, duration identity, tonal perception, vowel perception, consonant perception, sequential processing, linguistic perception, and relational understanding, in the experimental group compared to the control group at posttest and follow-up (P < 0/001). In conclusion, the developed program was effective in improving auditory perception skills in children with reading learning disorders.