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Combined Phonological Awareness and Print Knowledge Training Improves Reading Accuracy and Comprehension in Children with Reading Disabilities

Abstract : We examined the effects of a combined phonological and print intervention program on the enhancement of phonological awareness, text reading accuracy and comprehension in fourth grade Arabic-speaking children with severe difficulties in reading accuracy (dyslexia) and reading comprehension. We compared an experimental group (n=22; mean age =122.9 months) to a control group (n=22; mean age=124.65months). The training program focused on two domains: phonological awareness and print knowledge. The results showed that the experimental group performed better in the post and follow-up assessments than in baseline assessment on phonological awareness, reading accuracy, and comprehension. We discuss findings indicating the positive impact of phonological awareness and print knowledge on reading development in terms of decoding and comprehension abilities.
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https://hal.univ-lorraine.fr/hal-03220053
Contributor : Robert Lalonde Connect in order to contact the contributor
Submitted on : Thursday, May 6, 2021 - 10:37:15 PM
Last modification on : Friday, November 5, 2021 - 8:58:02 AM
Long-term archiving on: : Saturday, August 7, 2021 - 7:49:18 PM

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Smail Layes, Mahmoud Guendouz, Robert Lalonde, Mohamed Rebai. Combined Phonological Awareness and Print Knowledge Training Improves Reading Accuracy and Comprehension in Children with Reading Disabilities. International Journal of Disability, Development and Education, Taylor & Francis (Routledge), 2020, pp.1-15. ⟨10.1080/1034912X.2020.1779914⟩. ⟨hal-03220053⟩

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