خلاصة:
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.
ملخص الجهاز:
Research Paper: The Effect of Phonological Awareness on the Auditory Memory in Students With Spelling Problems Fereshteh Baezzat1*, Mahmood Moradi2, Mahshad Motaghedifard1 1.
1. 83 Article info: Received: 21 Jun. 2017 Accepted: 09 Oct. 2017 Keywords: Phonological awareness, Spelling problems, Auditory memory A B S T R A C T 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.
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.
I ranian Rehabilitation Journal Given that one of the main problems in children with spelling problems is a failure of auditory memory, the importance of effective teaching methods consisting of phonological awareness is more evident than ever be- fore.
I ranian Rehabilitation Journal March 2018, Volume 16, Number 1 In the various phonological awareness skills research studies performed on growing children in Iran, only the three skills consisting of syllable identification, division of words into syllables, and combination of syllables were examined in children aged five to six.
Given this research gap, undertaking a study which investigates the effect of teaching phonologi- cal awareness on the auditory memory of students with spelling problems is inevitable.
The hypotheses in this research, therefore, are expressed as follows: Phonological awareness training package improves the auditory memory in students with spelling problems.
5. Conclusion Learning disorder experts and psychologists can help develop the auditory memory of students with spelling problems by teaching phonological awareness strategies.