English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Plus monthly

Global: Zendy Tools annual

Global: Zendy Tools monthly

Global: Zendy Free Plan

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

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