Volume 3, Issue 2 (Shenakht Journal of Psychology and Psychiatry 2016)                   Shenakht Journal of Psychology and Psychiatry 2016, 3(2): 94-107 | Back to browse issues page

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Pahlavan Neshan S, Pahlavan Neshan O, Rostami Ravari M A. The Impact of Phonological Awareness Training on speed-reading of boy Students with dyslexia. Shenakht Journal of Psychology and Psychiatry 2016; 3 (2) :94-107
URL: http://shenakht.muk.ac.ir/article-1-202-en.html
1- University of Social Welfare and Rehabilitation Sciences
2- General linguistics.faculty of letters and human science.shahid beheshti
3- University of Science & Culture, Tehran, Iran. Address: University of Science & Culture, Ashrafi Esfahani Expy, Tehran, Iran
Abstract:   (4080 Views)
Introduction: Dyslexia is a condition in which the reading achievement, lower than the extent that it can be in terms of age, education and IQ scores than he had expected. The failure of a barrier to academic achievement or daily activities involve reading it. One of the most important factors that dyslexia is related to phonological awareness, which can be accurate and fluent reading of influence.
Objective: The present study was aimed to determine the effectiveness phonological awareness training on speed- reading in students with dyslexia.
Materials & Methods: In this randomized clinical trail. boy dyslexic students (30) were selected randomly from 2 and 4 districts of Learning Disabilities Centers in Isfahan city. They were assigned to experimental and control groups separately based (15 individuals in each group). All students answered to Questionnaire nilipour and shirazi dyslexia before and after training. Experimental groups participated in10 training sessions (twice a week; 60 minutes per session) and received psychological awareness training program but control group did not. All the students were evaluated at the end of the thirtieth session and two months later Test again. The data were analyzed by using analysis of covariance.
Results: The results showed that phonological awareness training has significantly increased speed- reading of experimental group in comparison to control group even after 2 months.
Conclusion: It seems that the application of phonological awareness training can increase the speed of dyslexic students along with the other training and rehabilitation programs.
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Type of Study: Research | Subject: Special
Received: 2016/04/25 | Accepted: 2016/10/9 | Published: 2016/10/9

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