EFFECT OF PHONOLOGICAL AWARENESS ON IMPROVING READING AND SELF-ESTEEM OF STUDENTS WITH DYSLEXIA

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MOSHKANI MOHAMMAD; NOURI EDRIS; LOTFI MARYAM; EBADINYA GHORBAN

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Journal: Journal of Child Mental Health Year:2017 | Volume:4 | Issue:3 Page(s): 107-118

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Information Journal Paper

Title

EFFECT OF PHONOLOGICAL AWARENESS ON IMPROVING READING AND SELF-ESTEEM OF STUDENTS WITH DYSLEXIA

Author(s)

MOSHKANI MOHAMMAD | NOURI EDRIS | LOTFI MARYAM | EBADINYA GHORBAN | Issue Writer Certificate

Keywords

PHONOLOGICAL AWARENESSQ1

DYSLEXIAQ1

SELF-ESTEEMQ1

Abstract

Background and Purpose: Since students with DYSLEXIA have difficulty in PHONOLOGICAL AWARENESS and have lower SELF-ESTEEM, the purpose of this study was to investigate the effect of PHONOLOGICAL AWARENESS on improving reading and SELF-ESTEEM among these students.Method: The research method was semi-experimental with pre-test-post-test design and control group. The statistical population consisted of all dyslexic students who referred to the center of learning disorder in the city of Gorgan, 30 of whom were selected by convenience sampling and were equally placed in two experimental and control groups. The research tools areNama reading test (Koromi Nouri & Moradi, 2008) and SELF-ESTEEM inventory (Pop, 1999). The experimental group was trained PHONOLOGICAL AWARENESS for 8 sessions of 60 minutes, while the control group did not receive such training. Data were analyzed using covariance analysis Results: The results of this study showed that PHONOLOGICAL AWARENESS training has a significant effect on reading words, understanding words, recognizing rhyme, deleting vocals, and reading pseudo-words, and increasing reading skills in dyslexic students. Also, this training significantly increased the SELF-ESTEEM of students with DYSLEXIA (p<0.01).Conclusion: Based on the results of this study, it can be concluded that PHONOLOGICAL AWARENESS training has a significant effect on improving reading skills, educational quality and increasing academic positive feeling of DYSLEXIA.

Cites

Developing Reading Readiness Test for Preschool Children: Study of the Preliminary Version's Psychometric Properties

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APA: Copy

MOSHKANI, MOHAMMAD, NOURI, EDRIS, LOTFI, MARYAM, & EBADINYA, GHORBAN. (2017). EFFECT OF PHONOLOGICAL AWARENESS ON IMPROVING READING AND SELF-ESTEEM OF STUDENTS WITH DYSLEXIA. JOURNAL OF CHILD MENTAL (JOURNAL OF CHILD MENTAL HEALTH), 4(3 ), 107-118. SID. https://sid.ir/paper/258406/en

Vancouver: Copy

MOSHKANI MOHAMMAD, NOURI EDRIS, LOTFI MARYAM, EBADINYA GHORBAN. EFFECT OF PHONOLOGICAL AWARENESS ON IMPROVING READING AND SELF-ESTEEM OF STUDENTS WITH DYSLEXIA. JOURNAL OF CHILD MENTAL (JOURNAL OF CHILD MENTAL HEALTH)[Internet]. 2017;4(3 ):107-118. Available from: https://sid.ir/paper/258406/en

IEEE: Copy

MOHAMMAD MOSHKANI, EDRIS NOURI, MARYAM LOTFI, and GHORBAN EBADINYA, “EFFECT OF PHONOLOGICAL AWARENESS ON IMPROVING READING AND SELF-ESTEEM OF STUDENTS WITH DYSLEXIA,” JOURNAL OF CHILD MENTAL (JOURNAL OF CHILD MENTAL HEALTH), vol. 4, no. 3 , pp. 107–118, 2017, [Online]. Available: https://sid.ir/paper/258406/en

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