Abstract:
Objectives: Phonological awareness is an extensive skill for detecting, manipulating, or
analyzing the components of oral language, apart from their referents. The phonological
awareness consists of different levels from the simplest to the most difficult level. We
considered two Persian phonological awareness tests (visual and auditory) with different
subtests. This research aimed to investigate the relationship between the total score,
subtests scores, and their differences.
Methods: This cross-sectional study included 40 normal children of kindergartens
in Tehran, Iran. Based on experimental research designs and cluster sampling method,
the samples were selected from four preschool centers, in Tehran. We implemented the
auditory and visual phonological awareness tests. The obtained data were analyzed by
Kolmogorov–Smirnov test, the Pearson Correlation Coefficient, the Independent t test and
the Paired t test in SPSS.
Results: In spite of significant differences in the total scores (P<0.05) and the scores of
some tasks such as rhyme recognition (P<0.05) and final phoneme recognition (P<0.05),
there was a positive correlation between the total scores (r=0.466) and the syllable
segmentation tasks (r=0.339).
Discussion: Comparing the results of the two tests showed that variations in the response format
and task demand can change complexity of the tasks, which could lead to different scores.
Machine summary:
3. 255 Funding: See Page 262 Copyright: The Author(s) A B S T R A C T Article info: Received: 28 Jan 2018 Accepted: 02 Jun 2018 Available Online: 01 Sep 2018 Keywords: Phonological awareness test, Persian, Auditory, Visual, Preschool Objectives: Phonological awareness is an extensive skill for detecting, manipulating, or analyzing the components of oral language, apart from their referents.
I ranian Rehabilitation Journal ● There is a significant difference between some tasks of the tests such as "rhyme recognition" and "final phoneme recognition".
We considered two Persian phonological awareness tests (visual and auditory) with different subtests.
We considered two Persian phonological awareness tests (visual and auditory) with different subtests.
This study aimed to compare the phonological awareness ability of Persian monolingual children in these two tests, in which, one has visual and the other auditory bases.
The results show that there are significant differences in the total scores of the tests and also in some of their tasks such as rhyme recognition and final phoneme recognition.
Considering the importance of phonological aware- ness in teaching reading and writing of the Persian language, a comprehensive test to assess these skills in children seems necessary.
This study aimed to compare the phonological aware- ness ability of Persian monolingual children in these two tests, in which, one has visual base and the other one has the auditory base.
Table 2 lists the performances of 40 Per- sian children in the subtests of the visual phonological awareness test.