RELATIONSHIP BETWEEN PHONOLOGICAL AWARENESS AND SPELLING PROFICIENCY IN FIRST-GRADE STUDENTS

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SOLTANINEJAD NASIBE; SOLTANINEJAD FATEME; ASHTAB FAHIME; MOHAMMADI MEHDI

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Journal: Auditory and Vestibular Research Journal Year:2014 | Volume:23 | Issue:5 Page(s): 78-85

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Title

RELATIONSHIP BETWEEN PHONOLOGICAL AWARENESS AND SPELLING PROFICIENCY IN FIRST-GRADE STUDENTS

Author(s)

SOLTANINEJAD NASIBE | SOLTANINEJAD FATEME | ASHTAB FAHIME | MOHAMMADI MEHDI | Issue Writer Certificate

Keywords

PHONOLOGICAL AWARENESSQ2

SPELLING SCOREQ2

FIRST-GRADE STUDENTSQ2

Abstract

Background and Aim: PHONOLOGICAL AWARENESS (consisting of phoneme, syllable and intra-syllable awareness) is an important part of receptive and expressive language; it facilitates reading and writing skills through phonological re-coding. Multiple studies in several languages have studied the relationship between PHONOLOGICAL AWARENESS and dictation. This research is based on a study of the relationship between phonological skill and SPELLING SCORE in first-grade Persian students.Methods: Four hundred FIRST-GRADE STUDENTS participated in the study, including 209 girls and 191 boys. A PHONOLOGICAL AWARENESS test was individually administered for each student and then a spelling exam was administered in groups. The correlation between the two tests was studied using a simple regression model. The comparison of mean scores of girls and boys was evaluated employing an independent t-test.Results: A correlation coefficient of 0.82 was obtained between PHONOLOGICAL AWARENESS and spelling proficiency (p<0.001). Phonological skill sub-tests also showed a significant correlation with spelling proficiency (highest for phoneme awareness r=0.34 and lowest for rhyme awareness r=0.12). The mean scores of girls and boys differed significantly (p<0.05).Conclusion: There is a strong positive association between PHONOLOGICAL AWARENESS and spelling proficiency. Therefore, if phonological skill is improved, SPELLING SCORE can be enhanced.

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APA: Copy

SOLTANINEJAD, NASIBE, SOLTANINEJAD, FATEME, ASHTAB, FAHIME, & MOHAMMADI, MEHDI. (2014). RELATIONSHIP BETWEEN PHONOLOGICAL AWARENESS AND SPELLING PROFICIENCY IN FIRST-GRADE STUDENTS. AUDITORY AND VESTIBULAR RESEARCH, 23(5), 78-85. SID. https://sid.ir/paper/106264/en

Vancouver: Copy

SOLTANINEJAD NASIBE, SOLTANINEJAD FATEME, ASHTAB FAHIME, MOHAMMADI MEHDI. RELATIONSHIP BETWEEN PHONOLOGICAL AWARENESS AND SPELLING PROFICIENCY IN FIRST-GRADE STUDENTS. AUDITORY AND VESTIBULAR RESEARCH[Internet]. 2014;23(5):78-85. Available from: https://sid.ir/paper/106264/en

IEEE: Copy

NASIBE SOLTANINEJAD, FATEME SOLTANINEJAD, FAHIME ASHTAB, and MEHDI MOHAMMADI, “RELATIONSHIP BETWEEN PHONOLOGICAL AWARENESS AND SPELLING PROFICIENCY IN FIRST-GRADE STUDENTS,” AUDITORY AND VESTIBULAR RESEARCH, vol. 23, no. 5, pp. 78–85, 2014, [Online]. Available: https://sid.ir/paper/106264/en

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