Impact of Cognitive Intervention Instruction on the Phonological Awareness of Dyslexic Students at Primary Schools

International Journal of Foreign Language Teaching and Research

دوره 10، شماره 43، اسفند 2022، صفحه 167-177   

نوع مقاله: Research Papers

شناسه دیجیتال (DOI): 10.30495/jfl.2022.697417

نویسندگان

Saadi Garavand¹؛ Tayyebeh Khoshbakht^{* 1}؛ Akbar Azizifar²؛ Shahram Welidi¹

¹Department of English Language, Ilam Branch, Islamic Azad University, Ilam, Iran

²School of Medicine, University of Medical Sciences, Ilam, Iran

چکیده

This experimental research centered on considering the effect of cognitive intervention instruction on the phonological awareness of Iranian dyslexic students at primary schools. For this purpose, 32 male and female students between 8 to 11 years of age with 90 to 110 IQs average, were purposefully selected from primary schools and randomly assigned to a control group and an experimental group. Wechsler Intelligence test (WIT), Karami and Noori (KNT) test, and a cognitive intervention package were used as tools in this research. Then, to check the participants’ phonological awareness, (KNT) measurement was applied to the students. The covariance analysis of the resultant data showed that this package was effective on the phonological awareness of the experimental group after receiving the cognitive intervention package in contrast to the control group. The independent sample t-test also showed that there was no statistically meaningful difference between dyslexic male and female students in the experimental group regarding phonological awareness. The findings recommend that instructors at primary schools should teach the students to use cognitive intervention programs in phonological awareness to accelerate and do their more effective homework and develop productive insights into their phonological awareness.

کلیدواژه‌ها

cognitive intervention instruction؛ dyslexic students؛ phonological awareness

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