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Volume 10, Issue 1 (Spring 2008)
Advances in Cognitive Sciences 2008, 10(1): 21-28 |
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Soleimani Z, arami A, Mahmoudi Bakhtiari B, Jalaei S. Relationship of Phonological Awareness and Dictation Score in Second Grade Primary School Children. Advances in Cognitive Sciences 2008; 10 (1) :21-28
URL: http://icssjournal.ir/article-1-413-en.html
URL: http://icssjournal.ir/article-1-413-en.html
Abstract: (2365 Views)
Objective: Phonological awareness is a part of linguistic knowledge and has a direct and significant relationship with literacy and reading and writing. Phonological awareness includes syllable awareness, intra-syllabic awareness and phoneme awareness. Research on a variety of languages shows a relationship between phonological awareness and spelling. The aim of the present study was to examine this relationship in Persian language.
Method: This was a cross-sectional study. The study was carried out on 219 second grade girl and boy primary schoolchildren in the city of Karaj, Iran, who were selected using random cluster sampling method. First, the Phonological Awareness Test was performed individually on each subject. In the next step the dictation test was given to each class as a group.
Results: The results showed that total spelling score had a significant relationship with total phonological awareness score. From among the different parts of phonological awareness, syllable awareness showed the least and phoneme awareness showed the highest correlation with spelling score.
Conclusion: As with children with other languages, in Persian speaking children there is a relationship between phonological awareness and spelling skills.
Method: This was a cross-sectional study. The study was carried out on 219 second grade girl and boy primary schoolchildren in the city of Karaj, Iran, who were selected using random cluster sampling method. First, the Phonological Awareness Test was performed individually on each subject. In the next step the dictation test was given to each class as a group.
Results: The results showed that total spelling score had a significant relationship with total phonological awareness score. From among the different parts of phonological awareness, syllable awareness showed the least and phoneme awareness showed the highest correlation with spelling score.
Conclusion: As with children with other languages, in Persian speaking children there is a relationship between phonological awareness and spelling skills.
Type of Study: Research |
Subject:
Special
Received: 2007/10/23 | Accepted: 2008/01/18 | Published: 2008/03/20
Received: 2007/10/23 | Accepted: 2008/01/18 | Published: 2008/03/20
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