The role of phonological awareness in treatments of dyslexic primary school children (original) (raw)
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Abstract This study aimed at discovering the effectiveness of a proposed program for developing phonological awareness skills for dyslexic students. The final sample of this study is (77) females (M=13.4 years, SD = 0.577 years), it is divided into two groups; the experimental group consists of (40) girls and the control group consists of (37) girls. They were selected from Taif, Saudi Arabia. Students` phonological awareness skills and their reading skills were measured by a phonological awareness test and a diagnostic reading test that were designed by the researcher. The research applied continued for three months which included the proposed program. The data showed that there are statistically significant differences between the experimental group and the control group on the post-test diagnostic reading test as well as the phonological awareness tasks, showing a significant increase in reading skills in the experimental group. It also reveals that there are statistically significant differences between the pre-test and post-test results for the experimental group on the phonological awareness test and diagnostic reading test. This shows that the experimental group had an increase in skills after having participated in the program as seen on the post-test. In light of these results, the study provides a number of procedural recommendations that may contribute to raising the degree of the importance of phonological awareness training for the students with reading difficulties. Keywords: phonological awareness skills; reading skills, English reading disabilities, phonological awareness program
2016
The study determined the effects of training in phonological awareness skills on the reading performance of dyslexic children in primary schools in Maiduguri Metropolis. Two hypotheses, which sought to determine the significant effect of phonological awareness training on reading performance of dyslexic children and the significant effect of sex on the intervention guided the study. The design of the study is a quasi-experimental study. A sample of 15 (8 boys and 7 girls) primary two pupils, purposefully selected, in private schools, participated in the study. Phonological Awareness Skills Test (PAST), with index reliability of 0.87 Cronbach Alpha was used to give intervention on four phonological awareness skills for 8 weeks while A reading passage (Cloze test) was used to determine the reading levels of the dyslexic children before and after the intervention. Simple percentage and t test were used to analyze the data at 0.05 level of significance. The results reveal that there is ...
The Effects of Phonological Awareness to Improving Reading Disability in the School Setting
2014
One of the language disorders, which are commonly evidenced among the beginner student, is reading disorder, and sometimes takes its place to dyslexia, a difficulty learning to read, often due to neurological deficit, according to its dictionary definition. And as reading skill has got an essential rule in most language teaching situation, this research seeks to find some strategies, by which teachers as a tutor can overcome the reading problem of the student at school in the beginning stage. Also as reading is one of the important factors in learning setting, this paper can be helpful to some extend to improve the reading skill among the beginner students.
Evaluation of phonological awareness training on reading improvement and skills
2018
Background and Aim: Reading is not only a fundamental skill in learning but also an important channel in dealing with the outside world. However, hearing impairment affects linguistic growth, including speaking and reading; development of understanding; and academic achievement. The purpose of this study was to investigate the effect of phonological awareness training on improving phonological reading and awareness in primary school children with hearing impairment. Methods: The present study has a quasi-experimental design. The research was conducted as pretest, intervention and posttest. A total of 20 children with moderate to severe hearing loss were enrolled in the experimental group and 20 subjects in another group as the control. Reading and dyslexia test (NEMA) was used to assess reading improvement and phonological awareness was assessed by the phonological awareness questionnaire. The data normality was checked by Kolmogorov-Smirnov test and non-parametric Wilcoxon and Mann-Whitney U test were used to evaluate non-parametric data. Results: Based on the results, after teaching the phonological awareness strategies to the experimental group, their reading and phonological
Phonological Awareness in Students with Reading Difficulties at Elementary School
Sekolah Dasar: Kajian Teori dan Praktik Pendidikan, 2021
Phonological awareness is an essential skill for children to learn to read. Most children with reading difficulties have problems with it. This article was written to describe phonological awareness skills in children with reading difficulties with a descriptive method. There were 31 students with reading difficulties were tested informally. Data analysis was carried out using descriptive techniques and tabulation will define the result of their test. The results showed that there were 25 (81%) students have problems with phonological awareness. It is indicated almost all students with reading difficulties cannot read with phonological awareness un-mastery. This theme opens up opportunities for further research on phonological awareness of language in primary schools given its importance in teaching reading in schools.
Effects of training phonological awareness on children's reading skills
Journal of Applied Developmental Psychology, 2019
☆ This study analyzes data from the research project "Short-and long-term effects of training phonological awareness in native and non-native German-speaking kindergarten children", which was supported by the German Federal Ministry of Education and Research (01GJ 0972-74).
American Journal of Educational Research, 2016
The study determined the effects of training in phonological awareness skills on the reading performance of children with dyslexia in primary schools in Maiduguri Metropolis. Two hypotheses, which sought to determine the significant effects of phonological awareness training on reading performance of children with dyslexia and the significant effect of sex on the intervention guided the study. The design of the study is quasi-experiment. A sample of 15 (8 boys and 7 girls) primary two pupils, purposefully selected in a private school, participated in the study. Phonological Awareness Skills Test (PAST), with Cronbach Alpha Coefficient reliability of 0.87, was used to give intervention on four phonological awareness skills - word identification, word deletion, word blending and word rhyming for 8 weeks, while a reading passage (Cloze test) was used to determine the reading levels of the participants before and after the intervention. Simple percentage and t-test were used to analyze ...
Audiology, 2012
Background: Phonemic awareness is one of the most important predictors of reading skills that has been taught by different procedures. One of the procedures is implementation of direct instruction in instruction of phonemic awareness. Current study is one of the unique studies in Iran that investigate impact of direct instruction in phonemic awareness on reading achievement of students with reading disorder. Case: Three male second grade elementary students with reading disorder in a regular school in district six of the office of education in Tehran were selected. Multiple-baseline across subjects was selected as a research design. The following tests were used as diagnostic criteria: reading and dyslexia test and Wechsler intelligence scale for children-revised. Moreover, a reading inventory consisting of 100 words was developed by researchers to assess the reading ability of the subjects. Data were collected in three phases: baseline, intervention, and follow-up. During the intervention phase, the intervention strategies were used while during baseline and follow-up, data were collected without any intervention. Comparing three phases of the study, we may conclude that intervention package consisting of direct instruction of phonological awareness was an effective strategy in reading achievement of all three students. In addition, follow-up data indicated that the effects of the intervention procedures were stable across time. Conclusion: Direct instruction of phonological awareness was effective in reading achievement of students with reading disorder in elementary school and increasing their abilities in reading.
Phonology-based reading instruction to improve dyslexic students’ early reading ability
Indonesian Journal of Applied Linguistics, 2019
Dyslexic students struggle to learn how to read. Yet, few studies reported on how dyslexic students learn to read. In this respect, special education teachers have adopted a myriad of ways to overcome dyslexic students’ reading problems. To respond to this need, the purpose of this study is to examine how phonology-based reading instruction could help dyslexic students improve their early reading abilities. Grounded in a mixed methods research design, four dyslexic students of primary school were recruited to participate in this study. The results of the study showed that the phonology-based reading instruction had a positive impact on improving the dyslexic students’ early reading abilities, particularly in Bahasa Indonesian-medium reading texts. This suggests that phonology-based reading instruction could effectively be implemented if special education teachers could enact phonological instruction as a prerequisite for identifying the students’ early reading ability and phonics in...