Problems of Teaching Phonological Awareness to Learning Disabilities Students

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DOI:

https://doi.org/10.26817/16925777.961

Keywords:

Phonological awareness, problems of teaching learning disabilities, teaching English, teachers’ attitudes

Abstract

This study aimed at identifying the effectiveness of using a phonological awareness-based instructional program in developing the phonetic sequential-memorization skill among students with learning disabilities in the Aseer region. The study sample consisted of forty students from the third, fourth, fifth, sixth, and seventh grades, selected from schools in the Directorate of Education in the Aseer region. The sample was diagnosed by the special education teacher as having learning disabilities. The study used the quasi-experimental methodology and divided the sample into an experimental group and a control group. After applying the instructional program, the results showed that the experimental group outperformed the control group in acquiring the phonetic sequential-memorization skill. The results showed no statistically significant differences in the phonetic sequential-memorization skill due to the difference of grade. It is concluded that the instructional program has a continuing effect in developing the phonetic sequential-memorization skill among students with learning disabilities in the Aseer region.

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References

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Published

2021-12-17

How to Cite

Khasawneh, M. A. S. . (2021). Problems of Teaching Phonological Awareness to Learning Disabilities Students. GIST – Education and Learning Research Journal, 23, 135–149. https://doi.org/10.26817/16925777.961

Issue

Vol. 23 (2021): GiST Education and Learning Research Journal

Section

Research Articles

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Copyright (c) 2021 GIST – Education and Learning Research Journal

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This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

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