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:: Volume 18, Issue 1 And 2 (18 2009) ::
aud 2009, 18(1 And 2): 18-25 Back to browse issues page
Relationship between phonological awareness, rapid automatized naming and reading in first grade students in Tehran, Iran
Zahra Soleymani * 1, Mohsen Saeedmanesh2 , Mahdi Dastjerdi3 , Azar Mehri1 , Yunes Jahani4
1- Department of Speechtherapy, Faculty of Rehabilitation, Tehran University of Medical Sciences, Iran
2- Department of Cognitive Neuroscience, Institute of Cognitive Sciences, Tehran, Iran
3- Department of Liguistics, Research Institute for Education, Tehran, Iran
4- Department of Biostatistics, Faculty of Health, Tehran University of Medical Sciences, Iran
Abstract:   (16239 Views)

Background and Aim: Reading is one of the human's communicative skills. Phonological awareness and rapid automatized naming are parts of the person's linguistic knowledge. Research in different languages and communities suggest that there is a relation between phonological awareness, rapid automatized naming and reading. To survey these relations in Persian language is the aim of this study.

Methods: In this study 130 male students from the first grade were selected at random. They were normal in IQ, visual and hearing status. Language development was also normal in these children. This study was a cross-sectional one. Pearson correlation coefficient and linear regression test were used to analyze data.

Results: The relation between phonological awareness and automatized rapid naming was significant (p<0.0001). Pearson correlation coefficient between phonological awareness and reading was direct (0.86). Pearson correlation coefficient between rapid automatized naming and reading was indirect that equals -0.87. In investigating the relation of two variables simultaneously with reading we concluded that the relation between phonological awareness, rapid automatized naming and reading is statistically significant (p<0.0001).

Conclusion: The results of this research revealed that in Persian language like other languages there is a relation between phonological awareness, rapid automatized naming, and reading. Reading skills of children could be improved with this exercises.

Keywords: Phonological awareness, rapid automatized naming, reading, elementary students
Full-Text [PDF 118 kb]   (4914 Downloads)    
Type of Study: Research |
Received: 2007/12/10 | Accepted: 2009/03/16 | Published: 2013/10/12
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Creative Commons License This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Volume 18, Issue 1 And 2 (18 2009) 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.

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