THE IMPACT OF TEACHING PHONEMIC AWARENESS BY MEANS OF DIRECT INSTRUCTION ON READING ACHIEVEMENT OF STUDENTS WITH READING DISORDER; CASE REPORT

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PIRZADI HOJAT; GHOBARI BONAB BAGHER; SHOKOOHI YEKTA MOHSEN; YARYARI FEREIDOON; HASANZADEH SAEED; SHARIFI AHMAD

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Journal: Auditory and Vestibular Research Journal Year:2012 | Volume:21 | Issue:1 (37) Page(s): 84-93

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Title

THE IMPACT OF TEACHING PHONEMIC AWARENESS BY MEANS OF DIRECT INSTRUCTION ON READING ACHIEVEMENT OF STUDENTS WITH READING DISORDER; CASE REPORT

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Keywords

READING DISABILITYQ2

PHONEMIC AWARENESSQ2

READING ACHIEVEMENTQ2

SINGLE SUBJECT RESEARCH DESIGNQ2

Abstract

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.

Cites

THE EFFECTIVENESS OF COMPUTERIZED COGNITIVE TRAINING ON THE WORKING MEMORY PERFORMANCE OF CHILDREN WITH DYSLEXIA

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APA: Copy

PIRZADI, HOJAT, GHOBARI BONAB, BAGHER, SHOKOOHI YEKTA, MOHSEN, YARYARI, FEREIDOON, HASANZADEH, SAEED, & SHARIFI, AHMAD. (2012). THE IMPACT OF TEACHING PHONEMIC AWARENESS BY MEANS OF DIRECT INSTRUCTION ON READING ACHIEVEMENT OF STUDENTS WITH READING DISORDER; CASE REPORT. AUDITORY AND VESTIBULAR RESEARCH, 21(1 (37)), 84-93. SID. https://sid.ir/paper/106292/en

Vancouver: Copy

PIRZADI HOJAT, GHOBARI BONAB BAGHER, SHOKOOHI YEKTA MOHSEN, YARYARI FEREIDOON, HASANZADEH SAEED, SHARIFI AHMAD. THE IMPACT OF TEACHING PHONEMIC AWARENESS BY MEANS OF DIRECT INSTRUCTION ON READING ACHIEVEMENT OF STUDENTS WITH READING DISORDER; CASE REPORT. AUDITORY AND VESTIBULAR RESEARCH[Internet]. 2012;21(1 (37)):84-93. Available from: https://sid.ir/paper/106292/en

IEEE: Copy

HOJAT PIRZADI, BAGHER GHOBARI BONAB, MOHSEN SHOKOOHI YEKTA, FEREIDOON YARYARI, SAEED HASANZADEH, and AHMAD SHARIFI, “THE IMPACT OF TEACHING PHONEMIC AWARENESS BY MEANS OF DIRECT INSTRUCTION ON READING ACHIEVEMENT OF STUDENTS WITH READING DISORDER; CASE REPORT,” AUDITORY AND VESTIBULAR RESEARCH, vol. 21, no. 1 (37), pp. 84–93, 2012, [Online]. Available: https://sid.ir/paper/106292/en

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