CAN THE PHONOLOGICAL PROCESSING MODEL EXPLAIN READING DISABILITY IN BILINGUAL STUDENTS WITH AND WITHOUT DYSLEXIA?

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MIKAELI F.; FARAAHANI M.

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Journal: Journal of Exceptional Childre Year:2006 | Volume:6 | Issue:3 (21) Page(s): 735-768

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Information Journal Paper

Title

CAN THE PHONOLOGICAL PROCESSING MODEL EXPLAIN READING DISABILITY IN BILINGUAL STUDENTS WITH AND WITHOUT DYSLEXIA?

Author(s)

MIKAELI F. | FARAAHANI M. | Issue Writer Certificate

Keywords

READINGQ2

PHONOLOGICAL PROCESSING MODELQ2

DYSLEXIAQ3

Abstract

Objective: This study was set to investigate the PHONOLOGICAL PROCESSING MODEL in Azari-Farsi bilingual students with and without DYSLEXIA.Method: 276 students (8-10 years old) from Tabris's primary schools were recruited. Phonological awareness, phonological working memory, rapid automatic naming and READING tests were administered. Results: Results showed that students with DYSLEXIA have a poor and the students without DYSLEXIA have a good fitness. Conclusion: This study concludes that the PHONOLOGICAL PROCESSING MODEL has a better fitness for the normal bilingual students.

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APA: Copy

MIKAELI, F., & FARAAHANI, M.. (2006). CAN THE PHONOLOGICAL PROCESSING MODEL EXPLAIN READING DISABILITY IN BILINGUAL STUDENTS WITH AND WITHOUT DYSLEXIA?. JOURNAL OF EXCEPTIONAL CHILDREN (RESEARCH ON EXCEPTIONAL CHILDREN), 6(3 (21)), 735-768. SID. https://sid.ir/paper/96335/en

Vancouver: Copy

MIKAELI F., FARAAHANI M.. CAN THE PHONOLOGICAL PROCESSING MODEL EXPLAIN READING DISABILITY IN BILINGUAL STUDENTS WITH AND WITHOUT DYSLEXIA?. JOURNAL OF EXCEPTIONAL CHILDREN (RESEARCH ON EXCEPTIONAL CHILDREN)[Internet]. 2006;6(3 (21)):735-768. Available from: https://sid.ir/paper/96335/en

IEEE: Copy

F. MIKAELI, and M. FARAAHANI, “CAN THE PHONOLOGICAL PROCESSING MODEL EXPLAIN READING DISABILITY IN BILINGUAL STUDENTS WITH AND WITHOUT DYSLEXIA?,” JOURNAL OF EXCEPTIONAL CHILDREN (RESEARCH ON EXCEPTIONAL CHILDREN), vol. 6, no. 3 (21), pp. 735–768, 2006, [Online]. Available: https://sid.ir/paper/96335/en

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