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Volume 21, Issue 2 (Summer 2019)
Advances in Cognitive Sciences 2019, 21(2): 52-60 |
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Hariri P, Saberi H, Abolmaali K. The impact of phonological awareness training on working memory in children with reading . Advances in Cognitive Sciences 2019; 21 (2) :52-60
URL: http://icssjournal.ir/article-1-881-en.html
URL: http://icssjournal.ir/article-1-881-en.html
1- 1. PhD in Educational Psychology, Roudehen Branch, Islamic Azad University, Roudehen, Iran
2- 2. Associate Professor, Department of Psychology, Roudehen Branch, Islamic Azad University, Roudehen, Iran
3- 3. Assistant Professor, Department of Psychology, Roudehen Branch, Islamic Azad University, Roudehen, Iran
2- 2. Associate Professor, Department of Psychology, Roudehen Branch, Islamic Azad University, Roudehen, Iran
3- 3. Assistant Professor, Department of Psychology, Roudehen Branch, Islamic Azad University, Roudehen, Iran
Abstract: (3613 Views)
Introduction: This study aimed to study the effectiveness of phonological interventions to improve working memory in children with reading difficulties.
Methods: The study population consisted of first-grade poor readers girl students in Tehran. Thirty students were recruited through a purposeful method (n=15 in 2 groups). The experimental group was received the 13 sessions of the 80-minute training program, which developed based on phonology. Assessment instruments included Diagnostic Phonological Awareness test (Dastjerdi & Soleimani, 2010) and Wechsler memory scale. Pretest and posttest data were analyzed using analysis of covariance.
Results: Result revealed that phonological intervention could enhance experimental groups working memory.
Conclusion: Thus, the results suggested the phonological intervention, which can be crucial to be ready for learning.
Methods: The study population consisted of first-grade poor readers girl students in Tehran. Thirty students were recruited through a purposeful method (n=15 in 2 groups). The experimental group was received the 13 sessions of the 80-minute training program, which developed based on phonology. Assessment instruments included Diagnostic Phonological Awareness test (Dastjerdi & Soleimani, 2010) and Wechsler memory scale. Pretest and posttest data were analyzed using analysis of covariance.
Results: Result revealed that phonological intervention could enhance experimental groups working memory.
Conclusion: Thus, the results suggested the phonological intervention, which can be crucial to be ready for learning.
Type of Study: Research |
Subject:
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Received: 2017/04/27 | Accepted: 2018/08/23 | Published: 2019/09/21
Received: 2017/04/27 | Accepted: 2018/08/23 | Published: 2019/09/21
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