Impact of Cognitive Intervention Instruction on the Phonological Awareness of Dyslexic Students at Primary Schools
Subject Areas :Saadi Garavand 1 , طیبه خوشبخت 2 , اکبر عزیزی فر 3 , شهرام ولیدی 4
1 - Department of English Language, Ilam Branch, Islamic Azad University, Ilam, Iran
2 - Department of English Language, Ilam Branch, Islamic Azad University, Ilam, Iran
3 - School of Medicine, University of Medical Sciences, Ilam, Iran
4 - Department of English Language, Ilam Branch, Islamic Azad University, Ilam, Iran
Keywords: Phonological Awareness, cognitive intervention instruction, dyslexic students,
Abstract :
This experimental research centered on considering the effect of cognitive intervention instruction on the phonological awareness of Iranian dyslexic students at primary schools. For this purpose, 32 male and female students between 8 to 11 years of age with 90 to 110 IQs average, were purposefully selected from primary schools and randomly assigned to a control group and an experimental group. Wechsler Intelligence test (WIT), Karami and Noori (KNT) test, and a cognitive intervention package were used as tools in this research. Then, to check the participants’ phonological awareness, (KNT) measurement was applied to the students. The covariance analysis of the resultant data showed that this package was effective on the phonological awareness of the experimental group after receiving the cognitive intervention package in contrast to the control group. The independent sample t-test also showed that there was no statistically meaningful difference between dyslexic male and female students in the experimental group regarding phonological awareness. The findings recommend that instructors at primary schools should teach the students to use cognitive intervention programs in phonological awareness to accelerate and do their more effective homework and develop productive insights into their phonological awareness.
Casy, M.(2020). Dyslexia and reading instruction. The national council for special education (NCSE). Retrieved September 2020 from https://www.sess.ie/dyslexia-section/dyslexia-and-reading-instruction,1(2), 1-6.
Cornwall, A.(2001). The Relationship of phonological awareness, Rapid naming and verbal memory to severe reading and spelling disability. Journal of learning disabilities, 25, 532-538.
Dasjerdi Kazemi, R. (2006). What is phonological awareness? Research on exceptional children journal, 4 (6), 931- 954.
Faramarzi,S., Ghorbanchian,E., & Poor Sayyed, S. R. (2014). The effect of phonological educational intervention on the reading performance of primary students with developmental dyslexia. Journal of psychology department, University of Isfahan, Isfahan, Iran,72, 25532-25536.
Garavand, S., Kohshbakht, T., & Azizifar, A. (2022). Effect of cognitive intervention training on the elementary school students' reading performance with dyslexia. Journal of language and translation, 12(3), 207-220.
Gillon, G.T. (2000). The efficacy of phonological awareness intervention for children with spoken language impairment. Language, speech and hearing services in schools, 31(3), 126–141.
Karami-e-Noori, R., & Moradi, A. (2005). Reading and dyslexia test. Tehran, Jahad-e-Daneshgahi Publications, Teacher Training University
Kjeldsen, A,C., Niemi, P., & Olofsson, A.(2003). Training phonological awareness in kindergarten level children: consistency is more important than quantity. learning an instruction journal, 13(5), 349–365.
Klingner, J.K., & Vaughn, S.(2015). Teaching reading comprehension to students with learning difficulties. Guilford Publications, 1-231.
Konza, D. (2010). Understanding the reading process. Retrieved June 2020, from https://www.ecu.edu.au/__data/assets/pdf_file/0009/663696/ SA-DECS_-Understanding-the-Reading-Process.pdf, 1, 1(0), 1-8.
Laing, S. P., & Espelan,W. (2005). Low-intensity phonological awareness training in a preschool classroom for children with communication impairments, Journal of communication disorders, 38(7), 65–82.
Leather, C., & Henry, L. (1994). Working memory span and phonological awareness tasks at predictors of early reading ability. Journal of experimental child psychology, 58, 88-111.
Lemon, C., J. & Fuchs, D. (2010). Phonological awareness of children with down syndrome: Its role in learning to read and the effectiveness of related interventions. Research in developmental disabilities journal, 31(7), 316–330.
Long, L., MacBlain, S., & MacBlain, M. (2007). Supporting students with dyslexia at the secondary level: An emotional model of literacy. International reading association journal, 51(2), 124-134.
MacCullagh, L. (2014). Study strategies for students with dyslexia. Retrieved June 2021, from HTTP ://www.ccd.edu.au/services/multimedia/StudyStrategies_Dyslexia_LoisMacCullagh_2014Nov23.pdf,11-25.
Mcbreen, M., & Savage, R. (2020). The impact of cognitive reading intervention on the reading achievement of students at-risk for reading difficulties. Journal of education for students placed at risk, 21, 47–59.
Moats, L. C., & Tolman, S. B. (2019). Learning disabilities in the United States: Advocacy, science, and the future of the field. Journal of learning disabilities, 27(3), 289-394.
Moore, W., & Hammond, L. (2010). Using education assistants to help pave the road to literacy: Supporting oral language, letter-sound knowledge and phonemic awareness in the pre-primary year. Australian Journal of learning difficulties, 16(2), 85-110.
Pahlavan Neshan, O., & Rostami Ravari, M.A.(2016).The impact of phonological awareness training on the speed-reading of boy students with dyslexia. Shenakht Journal of psychology and psychiatry, 3(2), 94-107.
Prusty, B., Gupta, S., & Raghavan, D. (2019). The effect of cognitive intervention on academic achievement in children with reading disability. Indian association of health, research and welfare Journal,7 (5),1532-1443.
Seki. A. (2008) Reading ability and phonological awareness in Japanese children with dyslexia. Brain & development journal, 30(3), 179–188.
Sharifi, S., & Rezaie, S. (2018). The effectiveness of working memory training on reading difficulties among students with reading disorder. Iranian Journal of learning and memory, 1(1), 35-44.
Stackhouse, J., & wells, B.(2009). Children's speech and literacy difficulties: Psycholinguistic Framework. London: whurr Publication.
Thomson, M.(2013). Developmental dyslexia. London: whurr publishers. Van Riper, C., & Erickson, R.L.(1995). Speech correction an introduction to speech pathology and audiology. Boston: Allyn & Baccon.
Wagner, R. (2011). Rudolf Berlin: Originator of the term dyslexia. Annals of dyslexia, 23(1), 57–63.
Wajuihian, S. (2011). Reading difficulties: An overview.The South African Optometrist, 70(2), 89-98.
Waldie, K., Austin, J., Hattie, J., & Fairbrass, M. (2014). Speed and remedial intervention for dyslexia. New Zealand Journal of educational studies, 49(1), 23-36.
Webster, P.E., & Plante, A.S. (2010). Productive phonology and phonological awareness in preschool children. Applied psycholinguistics journal, 16, 43-57.
Wheldall, K., Wheldall, R., & Rothwell, I. (2015). Reading tutor program. Multi list: A research initiative of Macquarie University. Retrieved July 2021, from http://www.multilit.com/programs/reading-tutor-program/
Wray, D. (2016). Literacy and awareness. London: Hodder & Stoughton.
Zangiabadi, M., Sadeghi, M., & Ghadampour, E. (2018). The effectiveness of working memory training on reading difficulties among students with reading disorder. Iranian Journal of learning and memory, 1(2), 23-31.