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Volume 7, Issue 2 (Summer 2005)
Advances in Cognitive Sciences 2005, 7(2): 22-28 |
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Mostaghimzadeh E, Soleimani Z. The Effect of Phonological Awareness Training on Reading Skills of Mentally Retarded Second Grade Primary Schoolgirls. Advances in Cognitive Sciences 2005; 7 (2) :22-28
URL: http://icssjournal.ir/article-1-132-en.html
URL: http://icssjournal.ir/article-1-132-en.html
Abstract: (2115 Views)
Objective: Given that phonological knowledge is highly effective in early reading acquisition, the aim of this study was to determine whether phonological awareness training for mentally retarded children could affect their reading skills.
Method: In an interventional study, a control and an experimental group, each comprising 30 second grade primary schoolchildren with equal phonological knowledge, were recruited from Rajaieh special school for mentally retarded children. First, tests of phonological awareness as well as rate and accuracy of reading were carried out. Then, both groups received reading instruction for three months. During the same period, the experimental group received 20-hour phonological awareness training in addition to reading instruction. After three months both groups were re-assessed using the same tests.
Results: Phonological awareness scores rose significantly in both groups after three months. Nevertheless, there was a higher rise in the experimental group. Also, the scores for accuracy and rate of reading increased non-significantly in both groups. Total phonological awareness score showed a significant correlation with accuracy and rate of reading.
Conclusion: Regarding the results obtained in the study, providing reading instructions to mentally retarded children can cause an increase in the phonological awareness score as well as their reading rate and accuracy.
Method: In an interventional study, a control and an experimental group, each comprising 30 second grade primary schoolchildren with equal phonological knowledge, were recruited from Rajaieh special school for mentally retarded children. First, tests of phonological awareness as well as rate and accuracy of reading were carried out. Then, both groups received reading instruction for three months. During the same period, the experimental group received 20-hour phonological awareness training in addition to reading instruction. After three months both groups were re-assessed using the same tests.
Results: Phonological awareness scores rose significantly in both groups after three months. Nevertheless, there was a higher rise in the experimental group. Also, the scores for accuracy and rate of reading increased non-significantly in both groups. Total phonological awareness score showed a significant correlation with accuracy and rate of reading.
Conclusion: Regarding the results obtained in the study, providing reading instructions to mentally retarded children can cause an increase in the phonological awareness score as well as their reading rate and accuracy.
Type of Study: Research |
Subject:
Special
Received: 2005/02/19 | Accepted: 2005/04/22 | Published: 2005/06/22
Received: 2005/02/19 | Accepted: 2005/04/22 | Published: 2005/06/22
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