2-Phonological awareness tests
The importance of phonological awareness skills in reading and writing of children is obvious and various studies on dyslexic children increases the importance of this skill, so having a tool for evaluating these skills in children is necessary. In Persian language, we have two tests to assess these skills: visual based test and auditory based test. In this study after examining the strengths and weaknesses of these tests and comparing the result of them in children, we will evaluate the correlation between the results of these tests and phonological memory.
2-1 Visual test
This visual test contains 10 subtests for assessing different areas of phonological awareness. These areas are syllable segmentation, alliteration …show more content…
If the participants had difficulty naming them, then the examiner says only once the name. At the beginning of the test, 20 to 30 images are given, to make the participant familiar with their names.
Words and images used in different parts of the test have been chosen from the first-grade Persian books, and other related sources. In choosing the words, the number of syllables and type of phonemes has also been noted. In syllable awareness subtest, one-four syllable words are used.
In rhyme and alliteration recognition test, like many foreign tests one syllable words and in choosing word for the phonemic awareness, one and two syllable words were used. In word selection based on phonemes as much as possible they used different phoneme feature like voiced and unvoiced, different place of articulation (anterior or posterior), manner of articulation.
The authors believe that the use of non-words is not necessary because some research like Shirazi (2004) showed that there is no significant difference between the pseudo words and real words correlation with reading level and adding pseudo words increase the time needed for doing the test, increase fatigue and decrease its …show more content…
In Syllabic awareness, it has syllable segmenting, combining and deleting. The rhyme section has two subtests: rhyme recognition and saying rhyme words. In rhyme recognition subtest, the participants should recognize the monosyllabic word which have different end. Phonemic awareness includes subtest of Phoneme recognition (recognition of the word with different first phoneme, recognition of first phoneme in the words, recognition of final phoneme of the words) and saying the phoneme (saying the first phoneme of words and saying the words with same first
The importance of phonological awareness skills in reading and writing of children is obvious and various studies on dyslexic children increases the importance of this skill, so having a tool for evaluating these skills in children is necessary. In Persian language, we have two tests to assess these skills: visual based test and auditory based test. In this study after examining the strengths and weaknesses of these tests and comparing the result of them in children, we will evaluate the correlation between the results of these tests and phonological memory.
2-1 Visual test
This visual test contains 10 subtests for assessing different areas of phonological awareness. These areas are syllable segmentation, alliteration …show more content…
If the participants had difficulty naming them, then the examiner says only once the name. At the beginning of the test, 20 to 30 images are given, to make the participant familiar with their names.
Words and images used in different parts of the test have been chosen from the first-grade Persian books, and other related sources. In choosing the words, the number of syllables and type of phonemes has also been noted. In syllable awareness subtest, one-four syllable words are used.
In rhyme and alliteration recognition test, like many foreign tests one syllable words and in choosing word for the phonemic awareness, one and two syllable words were used. In word selection based on phonemes as much as possible they used different phoneme feature like voiced and unvoiced, different place of articulation (anterior or posterior), manner of articulation.
The authors believe that the use of non-words is not necessary because some research like Shirazi (2004) showed that there is no significant difference between the pseudo words and real words correlation with reading level and adding pseudo words increase the time needed for doing the test, increase fatigue and decrease its …show more content…
In Syllabic awareness, it has syllable segmenting, combining and deleting. The rhyme section has two subtests: rhyme recognition and saying rhyme words. In rhyme recognition subtest, the participants should recognize the monosyllabic word which have different end. Phonemic awareness includes subtest of Phoneme recognition (recognition of the word with different first phoneme, recognition of first phoneme in the words, recognition of final phoneme of the words) and saying the phoneme (saying the first phoneme of words and saying the words with same first