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:: Volume 21, Issue 1 (30 2012) ::
aud 2012, 21(1): 83-93 Back to browse issues page
The impact of teaching phonemic awareness by means of direct instruction on reading achievement of students with reading disorder
Hojat Pirzadi 1, Bagher Ghobari-Bonab1, Mohsen Shokoohi-Yekta1, Fereidoon Yaryari2, Saeed Hasanzadeh1, Ahmad Sharifi1
1- Department of Psychology and Education of Exceptional Children, Faculty of Psychology and Educational Sciences, University of Tehran, Iran
2- Department of Psychology, Faculty of Psychology and Educational Sciences, Tarbiat Moallem University, Teharn, Iran
Abstract:   (16384 Views)

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.

Keywords: Reading disability, phonemic awareness, reading achievement, single subject research design
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Type of Study: case report |
Received: 2011/06/30 | Accepted: 2012/01/29 | Published: 2013/10/14
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Volume 21, Issue 1 (30 2012) Back to browse issues page
شنوایی شناسی - دانشگاه علوم پزشکی تهران Bimonthly Audiology - Tehran University of Medical Sciences
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