INVESTIGATION & COMPARISON IN SOME ASPECTS OF PHONOLOGICAL AWARENESS SKILL (IN BOTH WHOLE WORD & PHONETIC METHODS) IN FIRST GRADE FEMALE STUDENTS

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DEHGHAN AHMADABAD A.; BAHARLOOEE N.

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Journal: Archives of Rehabilitation (Journal of Rehabilitation) Year:2005 | Volume:6 | Issue:1 (20) Page(s): 37-41

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Title

INVESTIGATION & COMPARISON IN SOME ASPECTS OF PHONOLOGICAL AWARENESS SKILL (IN BOTH WHOLE WORD & PHONETIC METHODS) IN FIRST GRADE FEMALE STUDENTS

Author(s)

DEHGHAN AHMADABAD A. | BAHARLOOEE N. | Issue Writer Certificate

Keywords

PHONOLOGICAL AWARENESSQ3

PHONETIC METHODQ4

WHOLE WORD METHODQ4

FIRST GRADE STUDENTSQ4

Abstract

Introduction:PHONOLOGICAL AWARENESS (PA) is a extra linguistic skill and defined as individual awareness of constituent's sounds of the word .This skill is a prerequisites of learning to Read. Many researchers suggested reciprocal relation between PA and Reading. This research determined level of PA-fundamental ability of reading-in normal first grade femal students of Isfahan & shahinshar to compare two current method of Reading that are used in educational system of Iran. Materials &methods:The method used in this research is cross-sectional, descriptive-analytic and was done by 106 first grade female students who were normal and selected randomly in Isfahan & shahinshar cities. 51 students had teached by PHONETIC METHOD and rest of them had teached by WHOLE WORD METHOD. The selection way of children was: this children had not any articulation ,vision, reading , learning and cranial nerve disorders and this children investigated by PHONOLOGICAL AWARENESS test. scores of children by test calculated and this scores analyzed by t-test in Spss software. Findings:The mean score of PHONOLOGICAL AWARENESS in PHONETIC METHOD was 51.98 and in WHOLE WORD METHOD was 57.46.There was a significant differences between them in their scores (p=0.047). In addition,within subtests of PHONOLOGICAL AWARENESS task,mean score of first phoneme omission in WHOLE WORD METHOD was 4.84 and in PHONETIC METHOD was 3.33.There was a significant difference between them in their scores (p=0.001). In the rest of subtests was no significant difference between them. Conclusion :Based on this study, a significant correlation could be found in PHONOLOGICAL AWARENESS between both group and in other hand, there was a significant correlation between scores of first phoneme omission in both groups (Whole word and Phonetic method).Based on importance of PHONOLOGICAL AWARENESS as a predictor of reading, we suggest more research in this outline must be done.

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APA: Copy

DEHGHAN AHMADABAD, A., & BAHARLOOEE, N.. (2005). INVESTIGATION & COMPARISON IN SOME ASPECTS OF PHONOLOGICAL AWARENESS SKILL (IN BOTH WHOLE WORD & PHONETIC METHODS) IN FIRST GRADE FEMALE STUDENTS. ARCHIVES OF REHABILITATION (JOURNAL OF REHABILITATION), 6(1 (20)), 37-41. SID. https://sid.ir/paper/43611/en

Vancouver: Copy

DEHGHAN AHMADABAD A., BAHARLOOEE N.. INVESTIGATION & COMPARISON IN SOME ASPECTS OF PHONOLOGICAL AWARENESS SKILL (IN BOTH WHOLE WORD & PHONETIC METHODS) IN FIRST GRADE FEMALE STUDENTS. ARCHIVES OF REHABILITATION (JOURNAL OF REHABILITATION)[Internet]. 2005;6(1 (20)):37-41. Available from: https://sid.ir/paper/43611/en

IEEE: Copy

A. DEHGHAN AHMADABAD, and N. BAHARLOOEE, “INVESTIGATION & COMPARISON IN SOME ASPECTS OF PHONOLOGICAL AWARENESS SKILL (IN BOTH WHOLE WORD & PHONETIC METHODS) IN FIRST GRADE FEMALE STUDENTS,” ARCHIVES OF REHABILITATION (JOURNAL OF REHABILITATION), vol. 6, no. 1 (20), pp. 37–41, 2005, [Online]. Available: https://sid.ir/paper/43611/en

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