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Auditory and Vestibular Research، جلد ۲۱، شماره ۱، صفحات ۸۳-۹۳
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| عنوان فارسی |
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| چکیده فارسی مقاله |
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| کلیدواژههای فارسی مقاله |
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| عنوان انگلیسی |
The impact of teaching phonemic awareness by means of direct instruction on reading achievement of students with reading disorder |
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| چکیده انگلیسی مقاله |
Background: Phonemic awareness is one of the most important predictors of reading skills that has been taught by different procedures. One of the procedures is implementation of direct instruction in instruction of phonemic awareness. Current study is one of the unique studies in Iran that investigate impact of direct instruction in phonemic awareness on reading achievement of students with reading disorder. Case: Three male second grade elementary students with reading disorder in a regular school in district six of the office of education in Tehran were selected. Multiple-baseline across subjects was selected as a research design. The following tests were used as diagnostic criteria: reading and dyslexia test and Wechsler intelligence scale for children-revised. Moreover, a reading inventory consisting of 100 words was developed by researchers to assess the reading ability of the subjects. Data were collected in three phases: baseline, intervention, and follow-up. During the intervention phase, the intervention strategies were used while during baseline and follow-up, data were collected without any intervention. Comparing three phases of the study, we may conclude that intervention package consisting of direct instruction of phonological awareness was an effective strategy in reading achievement of all three students. In addition, follow-up data indicated that the effects of the intervention procedures were stable across time. Conclusion: Direct instruction of phonological awareness was effective in reading achievement of students with reading disorder in elementary school and increasing their abilities in reading. |
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| کلیدواژههای انگلیسی مقاله |
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| نویسندگان مقاله |
حجت پیرزادی | hojat pirzadi
department of psychology and education of exceptional children, faculty of psychology and educational sciences, university of tehran, iran
سازمان اصلی تایید شده: دانشگاه تهران (Tehran university)
باقر غباری بناب | bagher ghobari bonab
department of psychology and education of exceptional children, faculty of psychology and educational sciences, university of tehran, iran
سازمان اصلی تایید شده: دانشگاه تهران (Tehran university)
محسن شکوهی یکتا | mohsen shokoohi yekta
department of psychology, faculty of psychology and educational sciences, tarbiat moallem university, teharn, iran
فریدون یاریاری | fereidoon yaryari
department of psychology and education of exceptional children, faculty of psychology and educational sciences, university of tehran, iran
سازمان اصلی تایید شده: دانشگاه تهران (Tehran university)
سعید حسن زاده | saeed hasanzadeh
department of psychology and education of exceptional children, faculty of psychology and educational sciences, university of tehran, iran
سازمان اصلی تایید شده: دانشگاه تهران (Tehran university)
احمد شریفی | ahmad sharifi
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| نشانی اینترنتی |
http://avr.tums.ac.ir/index.php/avr/article/view/454 |
| فایل مقاله |
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| کد مقاله (doi) |
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| زبان مقاله منتشر شده |
en |
| موضوعات مقاله منتشر شده |
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| نوع مقاله منتشر شده |
Case Report(s) |
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