The impact of phonological awareness training on working memory in children with reading | Zendy

Parastoo Hariri | Zendy; Hayedeh Saberi | Zendy; Khadijeh Abolmaali | Zendy

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The impact of phonological awareness training on working memory in children with reading

Author(s) -

Parastoo Hariri,

Hayedeh Saberi,

Khadijeh Abolmaali

Publication year - 2019

Publication title -

advances in cognitive science

Language(s) - English

Resource type - Journals

eISSN - 2783-073X

pISSN - 1561-4174

DOI - 10.30699/icss.21.2.52

Subject(s) - phonological awareness , working memory training , psychology , working memory , reading (process) , wechsler adult intelligence scale , test (biology) , intervention (counseling) , developmental psychology , population , phonology , cognition , medicine , linguistics , literacy , pedagogy , psychiatry , philosophy , paleontology , environmental health , biology

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 (P<0.001). Conclusion: Thus, the results suggested the phonological intervention, which can be crucial to be ready for learning

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