Problems of Teaching Phonological Awareness to Learning Disabilities Students

Authors

DOI:

https://doi.org/10.26817/16925777.961

Keywords:

Phonological awareness, problems of teaching learning disabilities, teaching English, teachers’ attitudes

Abstract

This study aimed at identifying the effectiveness of using a phonological awareness-based instructional program in developing the phonetic sequential-memorization skill among students with learning disabilities in the Aseer region. The study sample consisted of forty students from the third, fourth, fifth, sixth, and seventh grades, selected from schools in the Directorate of Education in the Aseer region. The sample was diagnosed by the special education teacher as having learning disabilities. The study used the quasi-experimental methodology and divided the sample into an experimental group and a control group. After applying the instructional program, the results showed that the experimental group outperformed the control group in acquiring the phonetic sequential-memorization skill. The results showed no statistically significant differences in the phonetic sequential-memorization skill due to the difference of grade. It is concluded that the instructional program has a continuing effect in developing the phonetic sequential-memorization skill among students with learning disabilities in the Aseer region.

Downloads

Download data is not yet available.

References

Benway, N. R., Garcia, K., Hitchcock, E., McAllister, T., Leece, M. C., Wang, Q., & Preston, J. L. (2021). Associations between speech perception, vocabulary, and phonological awareness skill in school-aged children with speech sound disorders. Journal of Speech, Language, and Hearing Research, 64(2), 452-463. https://doi.org/10.1044/2020_JSLHR-20-00356

Carvalhais, L., Limpo, T., Richardson, U., & Castro, S. L. (2020). Effects of the Portuguese Graphogame on reading, spelling, and phonological awareness in second graders struggling to read. The Journal of Writing Research, 12(1).‏ https://doi.org/10.17239/jowr-2020.12.01.02

Chung, W. L., & Bidelman, G. M. (2021). Mandarin-speaking preschoolers' pitch discrimination, prosodic and phonological awareness, and their relation to receptive vocabulary and reading abilities. Reading and Writing, 34(2), 337-353. https://doi.org/10.1007/s11145-020-10075-9

Goriot, C., Unsworth, S., van Hout, R., Broersma, M., & McQueen, J. M. (2021). Differences in phonological awareness performance: Are there positive or negative effects of bilingual experience? Linguistic Approaches to Bilingualism, 11(3), 418-451. https://doi.org/10.1075/lab.18082.gor

Henbest, V. S., & Apel, K. (2021). The Relation Between a Systematic Analysis of Spelling and Orthographic and Phonological Awareness Skills in First-Grade Children. Language, Speech, and Hearing Services in Schools, 1-13. https://doi.org/10.1044/2021_LSHSS-20-00114

Justi, C. N. G., Henriques, F. G., & Justi, F. R. D. R. (2021). The dimensionality of phonological awareness among Brazilian Portuguese-speaking children: a longitudinal study. Psicologia: Reflexão e Crítica, 34. https://doi.org/10.1186/s41155-021-00192-x

Khasawneh, M. A. (2021). The effect of the spread of the new COVID-19 on the psychological and social adaptation of families of persons with disabilities in the Kingdom of Saudi Arabia. Health Psychology Report, 9(3), 264-275.‏ https://doi.org/10.5114/hpr.2020.99003

Khasawneh, M. A. S. (2021). Language skills and their relationship to learning difficulties in English language from the students' point of view. Science and Education, 2(9), 261-272. https://doi.org/10.34293/education.v9i4.4082

Khasawneh, M. A. S. (2021). Methods of resource room management for teachers of learning disabilities in English language in light of some variables. Science and Education, 2(9), 240-249. https://doi.org/10.30659/e.6.2.213-221

Kwakkel, H., Droop, M., Verhoeven, L., & Segers, E. (2021). The impact of lexical skills and executive functioning on L1 and L2 phonological awareness in bilingual kindergarten. Learning and Individual Differences, 88, 102009. https://doi.org/10.1016/j.lindif.2021.102009

Landerl, K., Freudenthaler, H. H., Heene, M., De Jong, P. F., Desrochers, A., Manolitsis, G., … & Georgiou, G. K. (2019). Phonological awareness and rapid automatized naming as longitudinal predictors of reading in five alphabetic orthographies with varying degrees of consistency. Scientific Studies of Reading, 23(3), 220-234. https://doi.org/10.1080/10888438.2018.1510936

Lederberg, A. R., Branum-Martin, L., Webb, M. Y., Schick, B., Antia, S., Easterbrooks, S. R., & Connor, C. M. (2019). Modality and interrelations among language, reading, spoken phonological awareness, and fingerspelling. The Journal of Deaf Studies and Deaf Education, 24(4), 408-423. https://doi.org/10.1093/deafed/enz011

Lund, E. (2020). The relation between vocabulary knowledge and phonological awareness in children with cochlear implants. Journal of Speech, Language, and Hearing Research, 63(7), 2386-2402.‏ https://doi.org/10.1044/2020_JSLHR-19-00259

Powell, D., & Atkinson, L. (2021). Unraveling the links between rapid automatized naming (RAN), phonological awareness, and reading. Journal of Educational Psychology, 113(4), 706.‏ https://doi.org/10.1037/edu0000625

Saiegh-Haddad, E., Shahbari-Kassem, A., & Schiff, R. (2020). Phonological awareness in Arabic: the role of phonological distance, phonological-unit size, and SES. Reading and writing, 1-26. https://doi.org/10.1007/s11145-020-10019-3

Zarić, J., Hasselhorn, M., & Nagler, T. (2021). Orthographic knowledge predicts reading and spelling skills over and above general intelligence and phonological awareness. European Journal of Psychology of Education, 36(1), 21-43.‏ https://doi.org/10.1007/s10212-020-00464-7

Downloads

Published

2021-12-17

How to Cite

Khasawneh, M. A. S. . (2021). Problems of Teaching Phonological Awareness to Learning Disabilities Students. GIST – Education and Learning Research Journal, 23, 135–149. https://doi.org/10.26817/16925777.961

Issue

Vol. 23 (2021): GiST Education and Learning Research Journal

Section

Research Articles

License

Copyright (c) 2021 GIST – Education and Learning Research Journal

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Altmetric

Article metrics
Abstract views
Galley vies
PDF Views
HTML views
Other views
Crossref Cited-by logo

Funding data