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.

Background and Aim: Speech and language pathologists (SLP) often refer to phonological data as part of their assessment protocols in evaluating the communication skills of children. The aim of this study was to develop the Persian version of the phonological test in evaluating and diagnosing communication skills in Persian speaking children and to evaluate its validity and reliability.

Methods: The Persian phonological test (PPT) was conducted on 387 monolingual Persian speaking boys and girls (3-6 years of age) who were selected from 12 nurseries in the northwest region of Tehran. Content validity ratio (CVR) and content validity index (CVI) were assessed by speechtherapists and linguists. Correlation between speech and language pathologists experts' opinions and Persian phonological test results in children with and without phonological disorders was evaluated to investigate the Persian phonological test validity. In addition, the Persian phonological test test-retest reliability was investigated.

Results: Both content validity ratio and content validity index were found to be acceptable (CVR≥94.71 and CVI=97.35). The PPT validity was confirmed by finding a good correlation between s peech and language pathologists experts' opinions and Persian phonological test results ( r _Kappa =0.73 and r _Spearman =0.76). The percent of agreement between transcription and analyzing error patterns in test-retest (ranging from 86.27%-100%) and score-rescore (ranging from 94.28%-100%) showed that Persian phonological test had a very high reliability.

Conclusion: The results of this study show that the Persian phonological test seems to be a suitable tool in evaluating phonological skills of Persian speaking children in clinical settings and research projects.