RESUMO
The present study was designed to formulate a remediation program for Arabic speaking children suffering from dyslexia based on improving phonological awareness using materials appropriate for Arabic culture. The study was carried out at the unit of Phoniatrics, Faculty of Medicine, Alexandria main university hospital. The subjects were divided into two groups.Group I: 30 dyslexic children of both sexes in the age range of 6[1/2]-10[1/2] years on which the proposed remediation programme was applied. Group II: 30 dyslexic children age and sexmatched were included as a control group; they received no remediation programs during the time of conduction of the study. The formulated Arabic remediation program was based on improving the phonological awareness for dyslexic children, after the Phonological Awareness Training for Reading Program. Modifications and additions were made to suit the nature of the Arabic language, and face the differences between Arabic and English orthography. The program was divided into sound blending, sound segmenting, reading and spelling activities. The training program was applied twice weekly, with session duration lasting from 25 to 30 min. Each session had about 2 or 3 children. The studied groups were subjected to protocol for evaluation of dyslexia before and after therapy to document to evaluate the improvement and the stability in the condition of these children. The presented training program significantly improved reading, writing and phonological awareness of dyslexic cases. The present study highlighted the importance of phonological awareness skills as a prerequisite for emergence of literacy skills. The program was modified to suit Arabic speaking Egyptian children. The study found that the age of the child is the most important predictor factor, the younger the age of intervention the better the outcome of therapy program