Volume 14, Issue 1 (Spring 2012)                   Advances in Cognitive Sciences 2012, 14(1): 67-74 | Back to browse issues page

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Hasanati F, Jalalipur M, Latifi M, Gudarz M, Saleh M, Dabiri S. Study of Phonological Awareness Skills among Farsi Monolingual and Farsi-Arabic Bilingual Students in the Second Grade in Ahvaz. Advances in Cognitive Sciences. 2012; 14 (1) :67-74
URL: http://icssjournal.ir/article-1-461-en.html
1- Member of the Department of Musculoskeletal Rehabiliatation Research Center, Ahvaz Jundishapur University of Medical Sceinces, Department of Speech & Language Patology, Ahvaz, Iran.
2- Member of the Department of Speech and Language Pathology, Faculty of Rehabilitation, Shiraz University of Medical Sciences, Shiraz, Iran.
3- Member of the Department of Statistics and Epidemiology, Health Faculty, Ahvaz Jundishapur University of Medical Sceinces, Ahvaz, Iran.
4- Speech and language pathologist. Faculty of Rehabilitation, Ahvaz Jundishapur University of Medical Sceinces, Ahvaz, Iran.
Abstract:   (2269 Views)
Objective: Bilingualism is a positive phenomenon that can result in students’ development and promote the fulfillment of their potentials. However, bilingualism may cause educational problems in literacy. The mounting evidence of a relationship between phonological awareness and literacy is impressive and raises the central question of the present study – i.e., is development of phonological awareness among monolingual and bilingual students equal?
Method: Fifty (25 girls, 25 boys) monolingual (Farsi-speaking) and 50 (25 girls, 25 boys) bilingual (Farsi-Arabic-speaking) students of the second grade primary school in Ahvaz participated in this study. They were selected randomly in multi-stages. Sampling was analytical cross-sectional in the first trimester of 201011- academic year. For the purpose of this study, we used phonological awareness test (Soleymani-Dastjerdi). The data were analyzed by Mann-Whitney U Test of SPSS software.
Results: The findings indicated that the differences of mean scores between monolingual and bilingual students in identifying words with same final phoneme, fractionated phoneme, naming and deleting initial phoneme, deleting middle phoneme, and naming and deleting final phoneme were significant (p≤0.05).
Conclusion: The findings showed that phonological awareness among monolingual students was better than among bilingual students in Ahvaz. These results could be significant for to educational policymakers and require them paying more attention to the education of bilingual students.
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Subject: Special
Received: 2011/11/22 | Accepted: 2012/01/21 | Published: 2012/03/20

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