Investigation & Comparison in Some Aspects of Phonological Awareness Skill (in both Whole Word & Phonetic Methods) in First Grade Female Students

• Main Authors: Ali Dehghan-Ahmadabad, Nahid Baharlouei
• Format: Article
• Language: fas
• Published: University of Social Welfare and Rehabilitation Sciences 2005-04-01
• Series: Journal of Rehabilitation
• Subjects: Phonological awareness; Phonetic methods; Whole word method; First grade students
• Online Access: http://rehabilitationj.uswr.ac.ir/browse.php?a_code=A-10-1-97&slc_lang=en&sid=1
• ISSN: 1607-2960; 1607-2960

Objective: Phonological Awareness (PA) is a extra linguistic skill and defined as individual awareness of constituent’s sounds of the word . This skill is a prerequisites of learning to Read. Many researchers suggested reciprocal relation between PA and Reading. This research determined level of PA-fundamental ability of reading-in normal first grade femal students of Isfahan & shahinshar to compare two current method of Reading that are used in educational system of Iran. Materials & Methods: The method used in this research is cross-sectional, descriptive-analytic and was done by 106 first grade female students who were normal and selected randomly in Isfahan & shahinshar cities. 51 students had teached by phonetic method and rest of them had teached by whole word method. The selection way of children was: this children had not any articulation, vision, reading, learning and cranial nerve disorders and this children investigated by Phonological Awareness test. scores of children by test calculated and this scores analyzed by t-test in Spss software. Results: The mean score of phonological awareness in phonetic method was 51.98 and in whole word method was 57.46. There was a significant differences between them in their scores (P=0.047). In addition,within subtests of phonological awareness task,mean score of first phoneme omission in whole word method was 4.84 and in phonetic method was 3.33. There was a significant difference between them in their scores (P=0.001). In the rest of subtests was no significant difference between them. Conclusion: Based on this study, a significant correlation could be found in Phonological Awareness between both group and in other hand, there was a significant correlation between scores of first phoneme omission in both groups (Whole word and Phonetic method).Based on importance of phonological awareness as a predictor of reading, we suggest more research in this outline must be done.