ABSTRACT
Phonemic awareness is one of the most important predictors of reading skills that has been taught by different procedures. One of the procedures is implementation of direct instruction in instruction of phonemic awareness. Current study is one of the unique studies in Iran that investigate impact of direct instruction in phonemic awareness on reading achievement of students with reading disorder. Three male second grade elementary students with reading disorder in a regular school in district six of the office of education in Tehran were selected. Multiple-baseline across subjects was selected as a research design. The following tests were used as diagnostic criteria: reading and dyslexia test and Wechsler intelligence scale for children-revised. Moreover, a reading inventory consisting of 100 words was developed by researchers to assess the reading ability of the subjects. Data were collected in three phases: baseline, intervention, and follow-up. During the intervention phase, the intervention strategies were used while during baseline and follow-up, data were collected without any intervention. Comparing three phases of the study, we may conclude that intervention package consisting of direct instruction of phonological awareness was an effective strategy in reading achievement of all three students. In addition, follow-up data indicated that the effects of the intervention procedures were stable across time. Direct instruction of phonological awareness was effective in reading achievement of students with reading disorder in elementary school and increasing their abilities in reading
ABSTRACT
Hearing has an important role in speech production and making phonological distinction, especially voicing distinction. Voice onset time [VOT] has been a reliable acoustic cue of voicing differences in plosive consonants. The purpose of this study was to measure VOT in initial Persian [Farsi] oral plosives produced by cochlear implanted children, comparing to normal hearing children. In this cross-sectional study, 20 cases and 20 controls were assessed. Cases were prelingually deaf children who were cochlear implanted 4.5 years prior to test. Controls were normal hearing children at 4.5 years of age. VOT were measured while children uttered oral plosives. The effect of hearing status, voicing, and gender on VOT were assessed. The amount of VOT of plosives produced by girls was higher than boys, in both groups. This difference was significantly higher in voiceless plosives than in voiced ones. In both groups, voiceless plosives had long-positive VOT value; while the amount of VOT was short-positive regarding voiced plosives. It was demonstrated that VOT is significantly correlated with voicing. In voiceless plosives, VOT could not be considered as a phonetic correlate of hearing status; whereas it made significant differences between cochlear implanted children and hearing controls. Furthermore, it was confirmed that concerning voiceless plosives, the amount of VOT of girls was significantly higher than boys. On the contrary, in voiced plosives, gender had no significant effect on the amount of VOT