Auditory processing is the ability to process information obtained from the auditory pathways in the central nervous system. The connection between auditory and language processing and its role in developing reading skills has not yet been fully explained. For the past several decades, scientific papers have described populations of children with hearing difficulties despite having a regular hearing threshold. While some researchers explain these hearing difficulties as part of the symptomatology of auditory processing disorder (APD), due to similarities in the symptomatology of APD and other neurodevelopmental disorders, especially dyslexia, these difficulties are increasingly described as a consequence of general learning difficulties. The aim and purpose of this Master's thesis is to provide an overview of the scientific literature on auditory processing and auditory processing skills in children with dyslexia. Also, the paper provides an overview on the value of auditory processing measures as an early indicator of reading difficulties and the impact of auditory-oriented interventions on reading skills. Auditory processing difficulties are associated with an increased risk of language impairment, as well as reading and writing difficulties. The results of this overview indicate difficulties in auditory processing are present only in some children with dyslexia and indicate differences in specific auditory processing skills within the subgroup of children with dyslexia. This heterogeneity in the distribution of auditory processing skills within the group of children with dyslexia is explained by the problem of defining auditory processing and also by the individual differences in population of children with dyslexia. Continuous research on the interdependence of auditory processing, language, and reading skills is needed to clarify the nature of the simultaneous occurrence of listening difficulties and dyslexia and as well as to obtain information relevant to clinical work in the area of speech and language pathology.