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Volume 16, Issue 1 (March 2018)
Iranian Rehabilitation Journal 2018, 16(1): 83-90 |
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Baezzat F, Moradi M, Motaghedifard M. The Effect of Phonological Awareness on the Auditory Memory in Students With Spelling Problems. Iranian Rehabilitation Journal 2018; 16 (1) :83-90
URL: http://irj.uswr.ac.ir/article-1-790-en.html
URL: http://irj.uswr.ac.ir/article-1-790-en.html
1- Department of Psychology, Faculty of Humanities and Social Sciences, University of Mazandaran, Babolsar, Iran.
2- Department of English Language and Literature, Faculty of Humanities and Social Sciences, University of Mazandaran, Babolsar, Iran.
2- Department of English Language and Literature, Faculty of Humanities and Social Sciences, University of Mazandaran, Babolsar, Iran.
Abstract: (6355 Views)
Objectives: In this research study, the effect of training phonological awareness skills on the improvement of auditory memory in students with spelling problems in third grade at primary schools in Sari City, Iran, was investigated.
Methods: The research method used in the study was quasi-experimental with pre-tests, post-tests, and a control group. The statistical population consisted of all the students from third grade at primary schools in Sari. The study sample was chosen based on purposive sampling and random sampling methods. First the teachers were asked to introduce students with spelling problems, out of whom 20 students were selected through three diagnostic tests: Wechsler intelligence test for children (2006), Baezzat writing disorder test (2010), and Cornoldi test of verbal memory (1995). These students were then randomly assigned to two groups: experimental and control groups. The experimental group received phonological awareness skills training in 13 sessions but the control group did not receive any intervention.
Results: The data were analyzed by Mixed ANOVA (Analysis of Variance) with repeated measures. The results indicated that there was a significant difference between the experimental and the control group’s scores (F=171.12, P=0.001), indicating that phonological awareness training improved the auditory memory of students with spelling problems. Follow up tests showed that the effect of phonological awareness training was sustained after three months’ duration.
Discussion: This study recommends that learning disorder experts and psychologists train phonological awareness skills in order to improve the auditory memory of students with spelling problems.
Methods: The research method used in the study was quasi-experimental with pre-tests, post-tests, and a control group. The statistical population consisted of all the students from third grade at primary schools in Sari. The study sample was chosen based on purposive sampling and random sampling methods. First the teachers were asked to introduce students with spelling problems, out of whom 20 students were selected through three diagnostic tests: Wechsler intelligence test for children (2006), Baezzat writing disorder test (2010), and Cornoldi test of verbal memory (1995). These students were then randomly assigned to two groups: experimental and control groups. The experimental group received phonological awareness skills training in 13 sessions but the control group did not receive any intervention.
Results: The data were analyzed by Mixed ANOVA (Analysis of Variance) with repeated measures. The results indicated that there was a significant difference between the experimental and the control group’s scores (F=171.12, P=0.001), indicating that phonological awareness training improved the auditory memory of students with spelling problems. Follow up tests showed that the effect of phonological awareness training was sustained after three months’ duration.
Discussion: This study recommends that learning disorder experts and psychologists train phonological awareness skills in order to improve the auditory memory of students with spelling problems.
Article type: Original Research Articles |
Subject:
Psychology
Received: 2017/06/21 | Accepted: 2017/10/9 | Published: 2018/03/1
Received: 2017/06/21 | Accepted: 2017/10/9 | Published: 2018/03/1
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