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Showing 2 results for Phonological Awareness
The Comparison of the Effect of Mental Rotation and Phonological Awareness Training on Accuracy, Speed and Comprehension in Students with Dyslexia in City of Tabriz, 2015-2016
Ramin Habibi-Kaleybar, Abolfazl Farid, Farnaz Shaban Besim,
Volume 20, Issue 2 (5-2017)
Abstract

Abstract

Background: The problem of learning disabilities is the reason of academic backwardness of students and dyslexia is considered the most common of these disorders.Therefore, the present study aimed to investigate the comparison of the effectiveness of mental rotation and phonological awareness training on reading performance of  students with dyslexia.

Materials and Methods: The design of the study was quasi-experimental in pre-test and post- test with control group. Statistical population composed of all dyslexic students in the city of Tabriz in 2015-2016. The sample of present research consisted of 45 students with dyslexia who were selected via available sampling and then were assigned randomly to experimental) phonological awareness and mental rotation training) and control groups(n=15 in each). To collect data, revised Wechsler intelligence scale for children and reading improvement and dyslexia test were used. Multivariate Covariance (MANCOVA) was used to analyze the data.

Results: Findings indicated that scores of mental rotation and phonological awareness training have a significant effect on reading performance of dyslexic students compared with control group (p<0.001). Furthermore, there is no difference between mental rotation and phonological awareness training effectiveness on reading performance of dyslexic students (p>0.05).

Conclusion: It can be concluded that mental rotation and phonological awareness training are effective on accuracy, speed and comprehension of reading in students with dyslexia.


Comparing the Phonological Awareness Skills Between Persian-speaking Monolingual Cochlear-implanted and Healthy Children
Sedigheh Safaeian Titkanlou, Toktam Maleki Shahmahmood, Zahra Ghayoumi-Anaraki, Fatemeh Haresabadi, Majid Haddadi Avval, Mohaddeseh Soltani, Mohsen Rajati Haghi,
Volume 23, Issue 6 (11-2020)
Abstract
Background and Aim: Phonological awareness skills, as part of phonological processing abilities, can predict the extent of success in acquiring written and reading skills. Phonological awareness skills are of concern in children with severe and profound hearing loss, which has been less studied in this population. Thus, this study aimed to evaluate these skills in Cochlear-Implanted (CI) children and compare them with their healthy counterparts.
Methods & Materials: The study population included 25 CI children and 25 healthy children, aged 4-6 years, who were monolingual Persian speakers. The selected CI and healthy children were selected from the Rehabilitation Center of Naqmeh and the Kindergartens in Mashhad, City, Iran, respectively. After selecting each participant, the test of phonological awareness was administered. To compare the mean scores of each subtest, the obtained data were analyzed in SPSS v. 21 using the Mann-Whitney U test.
Ethical Considerations: This study was approved by the Research Ethics Committee of Mashhad University of Medical Sciences (Code: IR.MUMS.REC.1396.263).
Results: The mean scores of CI children were significantly lower than that of their healthy peers in all phonological awareness subscales (P<0.05).
Conclusion: The obtained data suggested that healthy children presented better performance than the CI children in the phonological awareness test. Poor phonological awareness skills in CI children seem to be associated with hearing deprivation before cochlear implantation; thus, it requires to speed up surgery at an early age and the implementation of an effective rehabilitation program.

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