Volume 3, Issue 193 (9-2026)
J Except Educ 1405, __(193): 67-79 |
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Bahadorikhosroshahi J, Tareh M. The Effectiveness of accuracy training on phonological awareness and reading performance in students with specific learning disorder with reading disorder.. J Except Educ 2026; 3 (193) :67-79
URL: http://exceptionaleducation.ir/article-1-2961-en.html
URL: http://exceptionaleducation.ir/article-1-2961-en.html
1- Department of Educational Sciences, Faculty of Education and Psychology, Azarbaijan Shahid Madani University, Tabriz, Iran , jafar.b2010@yahoo.com
2- Azarbaijan Shahid Madani University, Tabriz, Iran
2- Azarbaijan Shahid Madani University, Tabriz, Iran
Abstract: (19 Views)
Background and Purpose: Students with reading difficulties often experience problems with phonological awareness and reading performance, which may lead to academic difficulties. The present study aimed to determine the effectiveness of accuracy training on phonological awareness and reading performance in students with reading difficulties.
Materials and Methods: This quasi-experimental study employed a pretest–posttest design with a control group. The study population comprised all male third- and fourth-grade elementary school students with reading-related learning disorders in Tabriz, Iran, during the 2024–2025 academic year. The sample consisted of 30 students who had been referred to assessment, education, rehabilitation, and early developmental–educational intervention centers in Tabriz. They were selected through convenience sampling and randomly assigned to an experimental group (n = 15) and a control group (n = 15). The experimental group received eight 60-minute sessions of the accuracy training intervention. Data were collected using the Phonological Awareness Tests developed by Soleimani and Dastjerdi (2005) and the Reading Test developed by Karami Nouri et al. (2009). Data were analyzed using descriptive statistics and multivariate analysis of covariance (MANCOVA) in SPSS version 21.
Results: The results showed that accuracy training had a statistically significant effect on phonological awareness and reading performance (p ≤ 0.001). Specifically, accuracy training improved the components of phonological awareness and reading performance in students with reading difficulties.
Conclusion: The findings suggest that accuracy training may contribute to the identification and application of more effective educational approaches for supporting students with reading difficulties and may ultimately help improve the quality of teaching and learning in schools.
Materials and Methods: This quasi-experimental study employed a pretest–posttest design with a control group. The study population comprised all male third- and fourth-grade elementary school students with reading-related learning disorders in Tabriz, Iran, during the 2024–2025 academic year. The sample consisted of 30 students who had been referred to assessment, education, rehabilitation, and early developmental–educational intervention centers in Tabriz. They were selected through convenience sampling and randomly assigned to an experimental group (n = 15) and a control group (n = 15). The experimental group received eight 60-minute sessions of the accuracy training intervention. Data were collected using the Phonological Awareness Tests developed by Soleimani and Dastjerdi (2005) and the Reading Test developed by Karami Nouri et al. (2009). Data were analyzed using descriptive statistics and multivariate analysis of covariance (MANCOVA) in SPSS version 21.
Results: The results showed that accuracy training had a statistically significant effect on phonological awareness and reading performance (p ≤ 0.001). Specifically, accuracy training improved the components of phonological awareness and reading performance in students with reading difficulties.
Conclusion: The findings suggest that accuracy training may contribute to the identification and application of more effective educational approaches for supporting students with reading difficulties and may ultimately help improve the quality of teaching and learning in schools.
Keywords: Phonological Awareness, Accuracy Training, Reading Disorder, Learning Disorder, Reading Performance
Type of Study: Original Article |
Subject:
مشکلات یادگیری
Received: 2026/Jan/Mon | Revised: 2026/Sep/Sun | Accepted: 2026/Jul/Mon | Published: 2026/Sep/Tue | ePublished: 2026/Sep/Tue
Received: 2026/Jan/Mon | Revised: 2026/Sep/Sun | Accepted: 2026/Jul/Mon | Published: 2026/Sep/Tue | ePublished: 2026/Sep/Tue
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