The impact of phonological awareness training on working memory in children with reading

Abstract

Introduction: This study aimed to study the effectiveness of phonological interventions to improve working memory in children with reading difficulties. Methods: The study population consisted of first-grade poor readers girl students in Tehran. Thirty students were recruited through a purposeful method (n=15 in 2 groups). The experimental group was received the 13 sessions of the 80-minute training program, which developed based on phonology. Assessment instruments included Diagnostic Phonological Awareness test (Dastjerdi & Soleimani, 2010) and Wechsler memory scale. Pretest and posttest data were analyzed using analysis of covariance. Results: Result revealed that phonological intervention could enhance experimental groups working memory. Conclusion: Thus, the results suggested the phonological intervention, which can be crucial to be ready for learning.