Volume 2, Issue 186 (7-2025)
J Except Educ 1404, __(186): 92-92 |
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Zeini M, hamidi F. The effectiveness of phonological awareness training in reading
performance of elementary students with reading disorders
(a systematic review of past studies). J Except Educ 2025; 2 (186) : 5
URL: http://exceptionaleducation.ir/article-1-2715-en.html
URL: http://exceptionaleducation.ir/article-1-2715-en.html
1- Cultural , Marzyah583@yahoo.com
2- Cultural
2- Cultural
Abstract: (50 Views)
Abstract
Background & Purpose: Reading performance is one of the important subjects of learning in students,
which can be effective in other aspects and subjects. In fact, the performance of reading in the ability to
read fluently and fluently and understand the contents of the book is especially important for students.
Method: This is a descriptive, analytical and fundamental research in which quantitative and qualitative
analysis of past researches has been done in terms of topics such as thematic contribution of articles,
research methods, attitudinal items and attitude trends. In this research, according to the purpose of the
research, a systematic method has been used. The statistical population included all domestic and foreign
researches using the keywords of students with reading performance and phonological awareness in
the databases of the comprehensive portal of humanities, the database of the Academic Jihad Scientific
Information Center, the database of Noor specialized magazines, Google Scholar, Iran Science and
Information Technology Research Institute database, Iran Publications Information Bank, and external
databases, Magiran, Science Direct, Springer, Iran Doc, and Google Scholar were searched. Using the
purposeful sampling method, 82 researches were found and finally 30 articles and treatises matching the
purpose of the research and selection criteria and the research findings were extracted. 25 articles (80%)
and 5 (20%) theses were assigned.
Conclusion: The results indicated that these phonological awareness interventions had a great effect on
improving reading performance in terms of speed, accuracy and comprehension of students with reading
disorders; therefore, it is suggested that specialists use these interventions to improve the symptoms of
these students.
Background & Purpose: Reading performance is one of the important subjects of learning in students,
which can be effective in other aspects and subjects. In fact, the performance of reading in the ability to
read fluently and fluently and understand the contents of the book is especially important for students.
Method: This is a descriptive, analytical and fundamental research in which quantitative and qualitative
analysis of past researches has been done in terms of topics such as thematic contribution of articles,
research methods, attitudinal items and attitude trends. In this research, according to the purpose of the
research, a systematic method has been used. The statistical population included all domestic and foreign
researches using the keywords of students with reading performance and phonological awareness in
the databases of the comprehensive portal of humanities, the database of the Academic Jihad Scientific
Information Center, the database of Noor specialized magazines, Google Scholar, Iran Science and
Information Technology Research Institute database, Iran Publications Information Bank, and external
databases, Magiran, Science Direct, Springer, Iran Doc, and Google Scholar were searched. Using the
purposeful sampling method, 82 researches were found and finally 30 articles and treatises matching the
purpose of the research and selection criteria and the research findings were extracted. 25 articles (80%)
and 5 (20%) theses were assigned.
Conclusion: The results indicated that these phonological awareness interventions had a great effect on
improving reading performance in terms of speed, accuracy and comprehension of students with reading
disorders; therefore, it is suggested that specialists use these interventions to improve the symptoms of
these students.
Article number: 5
Keywords: Phonological awareness interventions, reading disorders, reading performance, students, systematic review
Type of Study: Review Article |
Subject:
مشکلات یادگیری
Received: 2024/Feb/Fri | Revised: 2025/Jul/Sun | Accepted: 2025/Jan/Sun | Published: 2025/Jul/Sun | ePublished: 2025/Jul/Sun
Received: 2024/Feb/Fri | Revised: 2025/Jul/Sun | Accepted: 2025/Jan/Sun | Published: 2025/Jul/Sun | ePublished: 2025/Jul/Sun
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