|||  Journal title: Audiology | Publisher: Tehran University of Medical Sciences | Website: http://aud.tums.ac.ir | Email: aud@tums.ac.ir   |||
   [Home ] [Archive]   [ فارسی ]  
:: Main :: About :: Registration :: Submission :: Current Issue :: Archive :: Contact :: Search ::
:: Volume 23, Issue 5 (12-2014) ::
aud 2014, 23(5): 78-85 Back to browse issues page
Relationship between phonological awareness and spelling proficiency in first-grade students
Nasibe Soltaninejad 1, Fateme Soltaninejad2, Fahime Ashtab1, Mehdi Mohammadi3
1- Department of Speech therapy, Faculty of Rehabilitation, Zahedan University of Medical Sciences, Zahedan, Iran
2- Department of English Language, Education Office of Kerman, Kerman, Iran
3- Department of Biostatistics, Faculty of Health, Zahedan University of Medical Sciences, Zahedan, Iran
Abstract:   (17703 Views)

Background and Aim: Phonological awareness (consisting of phoneme, syllable and intra-syllable awareness) is an important part of receptive and expressive language it facilitates reading and writing skills through phonological re-coding. Multiple studies in several languages have studied the relationship between phonological awareness and dictation. This research is based on a study of the relationship between phonological skill and spelling score in first-grade Persian students.

Methods: Four hundred first-grade students participated in the study, including 209 girls and 191 boys. A phonological awareness test was individually administered for each student and then a spelling exam was administered in groups. The correlation between the two tests was studied using a simple regression model. The comparison of mean scores of girls and boys was evaluated employing an independent t-test.

Results: A correlation coefficient of 0.82 was obtained between phonological awareness and spelling proficiency (p<0.001). Phonological skill sub-tests also showed a significant correlation with spelling proficiency (highest for phoneme awareness r=0.34 and lowest for rhyme awareness r=0.12). The mean scores of girls and boys differed significantly (p<0.05).

Conclusion: There is a strong positive association between phonological awareness and spelling proficiency. Therefore, if phonological skill is improved, spelling score can be enhanced.

Keywords: Phonological awareness, spelling score, first-grade students
Full-Text [PDF 211 kb]   |   Full Text (HTML)   (2649 Downloads)    
Type of Study: Research |
Received: 2013/12/28 | Accepted: 2014/06/10 | Published: 2014/06/11
Send email to the article author

Add your comments about this article
Your username or Email:


XML   Persian Abstract   Print

Volume 23, Issue 5 (12-2014) Back to browse issues page
شنوایی شناسی - دانشگاه علوم پزشکی تهران Bimonthly Audiology - Tehran University of Medical Sciences
Creative Commons Attribution-NonCommercial 3.0

This work is licensed under a Creative Commons Attribution-NonCommercial 3.0 Unported License which allows users to read, copy, distribute and make derivative works for non-commercial purposes from the material, as long as the author of the original work is cited properly.

Persian site map - English site map - Created in 0.22 seconds with 31 queries by YEKTAWEB 4296