Auditory perception of non-sense and familiar Bengali rhyming words in children with and without SLD

Sinha, Anisha; Rout, Nachiketa

doi:10.1016/j.ijporl.2015.10.032

Cited by 1 publication

(3 citation statements)

References 32 publications

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“…In a highly steady orthography where each letter represents its own phoneme, learning to store and recalling names of concrete visual objects play a crucial role in both development of phonemic awareness and reading.. The findings of this study confirm the results obtained by others [5,6,[20][21][22], thus emphasizing a strong relationship between phonological awareness, memory, and dictation.…”

Section: Discussionsupporting

confidence: 88%

“…Another cause of poor auditory memory might be poor language skills which make verbal memorization difficult. Weakness in using meta-cognitive strategies in memory-related assignments means that children with spelling problems suffer from problems in the metacognitive domain in general [5][6][7][8].…”

Section: Introductionmentioning

confidence: 99%

“…Phonological awareness is a kind of meta-cognitive ability in using the phonological system which requires informed thinking. It includes the ability to comprehend and change spoken units of language, i.e., phonemes, and awareness of larger units such as syllables and syllable codas [5][6][7]. When children are able to identify words, syllable divisions, and the sounds of letters and can match a letter with the sound, they have the ability to write.…”

Section: Introductionmentioning

confidence: 99%

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The Effect of Phonological Awareness on the Auditory Memory in Students With Spelling Problems

Baezzat

Moradi

Motaghedifard

2018

IRJ

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Objectives: In this research study, the effect of training phonological awareness skills on the improvement of auditory memory in students with spelling problems in third grade at primary schools in Sari City, Iran, was investigated. Methods:The research method used in the study was quasi-experimental with pre-tests, post-tests, and a control group. The statistical population consisted of all the students from third grade at primary schools in Sari. The study sample was chosen based on purposive sampling and random sampling methods. First the teachers were asked to introduce students with spelling problems, out of whom 20 students were selected through three diagnostic tests: Wechsler intelligence test for children (2006), Baezzat writing disorder test (2010), and Cornoldi test of verbal memory (1995). These students were then randomly assigned to two groups: experimental and control groups. The experimental group received phonological awareness skills training in 13 sessions but the control group did not receive any intervention. Results:The data were analyzed by Mixed ANOVA (Analysis of Variance) with repeated measures. The results indicated that there was a significant difference between the experimental and the control group's scores (F=171.12, P=0.001), indicating that phonological awareness training improved the auditory memory of students with spelling problems. Follow up tests showed that the effect of phonological awareness training was sustained after three months' duration.Discussion: This study recommends that learning disorder experts and psychologists train phonological awareness skills in order to improve the auditory memory of students with spelling problems. A B S T R A C T

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