اثربخشی برنامه آموزشی آگاهی واج‌شناختی بر مؤلفه‌های خواندن و رفتارهای کمک-طلبی تحصیلی در دانش‌آموزان دارای اختلال یادگیری ویژه با آسیب خواندن

نوع مقاله : مقاله پژوهشی

نویسندگان

1 استاد روان شناسی و آموزش کودکان استثنایی، گروه علوم تربیتی، دانشکده روانشناسی و علوم تربیتی، دانشگاه تبریز، ایران

2 دانشگاه تبریز

چکیده
پژوهش حاضر با هدف بررسی اثربخشی برنامه آموزشی آگاهی‌های واج‌شناختی بر مؤلفه‌های خواندن و رفتارهای کمک‌طلبی در دانش‌آموزان دارای اختلال یادگیری ویژه با آسیب خواندن انجام شد . طرح پژوهش حاضر از نوع نیمه‌آزمایشی با طرح پیش‌آزمون- پس‌آزمون با گروه کنترل بود. جامعه آماری پژوهش تمامی دانش‌آموزان دارای اختلال یادگیری ویژه با آسیب خواندن پایه‌های سوم و چهارم دبستان که در سال تحصیلی 1403 – 1402 از طرف مدارس دولتی به مرکز اختلال یادگیری شهرستان بانه ارجاع داده شده بودند.30 دانش‌آموز به روش نمونه-گیری در دسترس انتخاب شدند افراد در دو گروه 15 نفره گمارده شدند و برای سنجش متغیرهای مورد مطالعه از آزمون تشخیص خواندن شیرازی و نیلی‌پور (1383) و پرسشنامه کمک‌طلبی تحصیلی ریان و پینتریچ (1997) استفاده شد. مداخله بدینصورت بود که 10 جلسه‌ی 60‌ دقیقه‌ای طبق تکالیف آگاهی واج‌شناختی دستجردی و سلیمانی (1382) به گروه آزمایش آموزش داده شد و گروه کنترل هیچ گونه آموزشی دریافت نکرد. سپس از هر دو گروه پس‌آزمون به عمل آمد. جهت تجزیه و تحلیل داده‌ها از روش تحلیل کوواریانس استفاده شد. نتایج حاصل نشان داد که برنامه آموزشی مهارت‌های آگاهی واج‌شناختی بر مؤلفه‌های خواندن (دقت، سرعت و درک مطلب) و رفتارهای کمک‌طلبی تحصیلی این دانش‌آموزان تأثیر معناداری داشته است (05/0P<)، که بیانگر اهمیت و اثربخشی آموزش آگاهی‌های واج‌شناختی بر مؤلفه‌های خواندن و رفتارهای کمک‌طلبی در دانش‌آموزان دارای اختلال یادگیری ویژه با آسیب خواندن بود. باتوجه به نتایج پژوهش آموزش مهارت آگاهی‌های واج‌شناختی برای دانش‌آموزان دارای اختلال یادگیری ویژه با آسیب خواندن حائز اهمیت است.

کلیدواژه‌ها


عنوان مقاله English

The Effectiveness of phonological Awareness Program on Reading Components and Academic Help-seeking Behaviors in Students with Specific Learning Disability with Impairment in Reading

نویسندگان English

Shahrooz Nemati 1
Rahim Badri 2
srwa karami 2
Parisa Hassanzadeh Delghosha 2
1 Professor of Psychology and Education of Exceptional Children, Department of Educational Sciences, Faculty of Psychology and Educational Sciences, University of Tabriz, Iran
2 University of Tabriz
چکیده English

The present study aimed to investigate the effectiveness of phonological awareness training program on reading components and academic help-seeking behaviors in students with specific learning disorder (SLD) characterized by reading impairment. This research employed a quasi-experimental design with a pre-test–post-test and a control group. The statistical population included all third- and fourth-grade students with SLD characterized by reading impairment who were referred by public schools to the Learning Disability Center in Baneh during the 2023–2024 academic year. A total of 30 students were selected through convenience sampling and randomly assigned to two groups of 15 participants each. The Shirazi and Nilipour Reading Diagnostic Test (2004) and the Ryan and Pintrich (1997) Academic Help-Seeking Questionnaire were used to assess the study variables. The intervention consisted of ten 60-minute sessions of phonological awareness training based on the tasks developed by Dastjerdi and Soleimani (2003) administered to the experimental group, while the control group received no training. Post-tests were conducted for both groups. Data were analyzed using analysis of covariance (ANCOVA). The results indicated that the phonological awareness training program had a statistically significant effect on reading components (accuracy, speed, and comprehension) as well as academic help-seeking behaviors. These findings highlight the importance and effectiveness of phonological awareness training in improving reading skills and help-seeking behaviors among students with specific learning disability and reading impairment. Based on the findings, phonological awareness instruction is essential for students with this type of learning disorder.

کلیدواژه‌ها English

Specific learning disorder
phonological awareness
reading components
academic help-seeking
احدی، حوریه. (1400). تحلیل مطالعات آگاهی واج‌شناختی در کودکان نارساخوان فارسی‌زبان: مرور نظام‌مند. نشریه زبان و زبان‌شناسی، 17(34). https://doi.org/10.30465/lsi.2022.39178.1550
بهمرد، فرشاد، استکی، مهناز و شهریاری احمدی، منصوره. (1399). مقایسه اثربخشی روش دُر و روش ترکیبی (آموزش مستقیم و آگاهی واج‌شناختی) بر علائم نارساخوانی دانش‌آموزان. روان‌شناسی افراد استثنایی، 10(39)، 133-156. https://doi.org/10.22054/jpe.2021.54140.2191
پیرزادی، حجت، غباری بناب، باقر، شکوهی یکتا، محسن، یاریاری، فریدون، حسن‌زاده، سعید و شریفی، احمد. (1391). تأثیر آموزش مستقیم آگاهی واجی بر پیشرفت مهارت خواندن دانش‌آموزان مبتلا به اختلال خواندن. شنوایی‌شناسی، 21(1)، 84-93.
https://journals.tums.ac.ir/aud/article-1-59-fa.html&sw
=
پهلوان نشان، سحر، پهلوان نشان، امید و رستمی راوری، محمدعلی. (1395). اثربخشی آموزش آگاهی واج‌شناختی بر دقت خواندن دانش‏آموزان نارساخوان پسر. مجله روان‌شناسی و روان‏پزشکی شناخت، 2 (3)، 94-107. http://dx.doi.org/10.29252/shenakht.3.2.94
دستجردی کاظمی، مهدی و سلیمانی، زهرا (1382). آزمون آگاهی واج‌شناختی. تهران: انتشارات پژوهشکده کودکان استثنائی.
رحمانی، جهانبخش و عابدی، محمدرضا. هنجاریابی آزمون ریون رنگی کودکان 5 تا 10 ساله در استان اصفهان. (1383). فصلنامه آموزه، (23)، 81-86. https://www.magiran.com/paper/217801
رضایی، اکبر و پاشایی، لیلا. (1389). رابطه بین باورهای شناختی و نگرش به رفتار کمک‌طلبی با پیشرفت تحصیلی دانش‌آموزان. آموزش و ارزشیابی (علوم تربیتی)، 3(9)، 109-126. https://sid.ir/paper/183353/fa
سلیمانی، زهرا، و دستجردی کاظمی، مهدی. (۱۳۸۴). تعیین روایی و اعتبار آزمون آگاهی واج‌شناختی. مجله روان‌شناسی، (۳۳)، ۸۲-۱۰۰. https://www.ensani.ir/fa/article/229306/تعیین-روایی-و-اعتبار-آزمون-آگاهی-واج-شناختی
شیرازی، طاهره سیما و نیلی‌پور، رضا. (1383). طراحی و معیاریابی آزمون تشخیصی خواندن. آرشیو توان‌بخشی (توانبخشی)، 5(2-1)، 11-7. http://rehabilitationj.uswr.ac.ir/article-1-136-fa.html
شیرازی، طاهره سیما و نیلی‌پور، رضا. (1391). آزمون تشخیصی خواندن. انتشارات دانشگاه علوم بهزیستی و توانبخشی.
غدیری، فرهاد، عبدالمحمدی، کریم و علیمحمدی، عسگر. (1403). مقایسه انزوای اجتماعی و بهزیستی روانی در دانش‌آموزان مبتلا به ناتوانی یادگیری خاص و عادی. روان‌شناسی افراد استثنایی، 14(53). https://doi.org/10.22054/jpe.2023.73269.2564
نعمتی، شهروز، بدری گرگری، رحیم، و ارکانی، زهرا. (۱۴۰۱). مقایسه ناگویی خلقی، خوددلسوزی، کمک‌طلبی تحصیلی در دانش‌آموزان با و بدون اختلال یادگیری ویژه. فصلنامه پژوهشی ناتوانی‌های یادگیری، 12 (2)، ۱۰۴-۱۱۵. https://www.magiran.com/paper/2542709
نعمتی، شهروز، بدری گرگری، رحیم، خوش بهار، نازیلا و محمودی، الهه. (1403). اثربخشی برنامه اجتماعی - هیجانی کودکان قوی بر توانمندی تنظیم هیجانی و کمک‌طلبی تحصیلی در دانش‌آموزان دارای اختلال یادگیری ویژه، فصلنامه ناتوانی‌های یادگیری، 13(3). https://doi.org/10.22098/jld.2024.13887.2123
References
Ahadi, H. (2021). Analysis of phonological awareness studies in Persian-speaking dyslexic children: A systematic review [In Persian]. Language and Linguistics, 17(34), 1–28. https://doi.org/10.30465/lsi.2022.39178.1550
Al Otaiba, S., McMaster, K., Wanzek, J., & Zaru, M. W. (2023). What we know and need to know about literacy interventions for elementary students with reading difficulties and disabilities, including dyslexia. Reading Research Quarterly, 58(2), 313–332. https://doi.org/10.1002/rrq.458
Alipour, A., Karimi Torkadah, T., Zandi, B., & Yazdanfar, M. (2012). The effectiveness of phonological awareness training on phone awareness skills, unmeaningful word reading and speed of reading in boys with dyslexia [In Persian]. Journal of Exceptional Children, 11(4), 343–352. https://joec.ir/article-1-213-en.html
Almeda, V., Baker, R., & Corbett, A. (2017). Help avoidance: When students should seek help, and the consequences of failing to do so. Teachers College Record, 119(3), 1–24. https://doi.org/10.1177/016146811711900303
American Psychiatric Association. (2022). Diagnostic and statistical manual of mental disorders (5th ed., text rev.; DSM-5-TR). American Psychiatric Association Publishing.
Armstrong, T. (2015). The myth of the normal brain: Embracing neurodiversity. AMA Journal of Ethics, 17(4), 348–352. https://doi.org/10.1001/journalofethics.2015.17.4.msoc1-1504
Asdaq, S. M. B., Alhowail, A. H., Rabbani, S. I., Nayeem, N., Asdaq, S. M. E., & Nausheen, F. (2025). Learning disabilities in the 21st century: Integrating neuroscience, education, and technology for better outcomes. SAGE Open, 15(3). https://doi.org/10.1177/21582440251365483
Babkina, N., & Kochetova, C. (2022). Current trends in special education: Psychological and pedagogical support for students with learning disabilities. ARPHA Proceedings, 5, 119–129. https://doi.org/10.3897/ap.5.e0119
Behmard, F., Estaki, M., & Shahriari Ahmadi, M. (2020). Comparison of the effectiveness of Dore method and combined method (direct instruction and phonological awareness) on dyslexia symptoms of students [In Persian]. Psychology of Exceptional Individuals, 10(39), 133–156. https://doi.org/10.22054/jpe.2021.54140.2191
Bialystok, E. (2020). Bilingualism at school: Effect on the acquisition of literacy. In P. Griffiths, A. J. Merrison, & A. Bloomer (Eds.) , Language in use (pp. 190–199). Routledge. https://doi.org/10.4324/9781003060994-19
Bianco, M., Bressoux, P., Doyen, A. L., Lambert, E., Lima, L., Pellenq, C., & Zorman, M. (2010). Early training in oral comprehension and phonological skills: Results of a three-year longitudinal study. Scientific Studies of Reading, 14(3), 211–246. https://doi.org/10.1080/10888430903117518
Bonuomo, M., Marini, M., Vegni, N., Melogno, S., Torregiani, G., Livi, S., & Di Filippo, G. (2023). Analysis of psychological and social functioning in undergraduate students with a specific learning disorder (SLD). Brain Sciences, 13(7), 1020. https://doi.org/0.3390/brainsci13071020
Brady, S. (2020). A 2020 perspective on research findings on alphabetics (phoneme awareness and phonics): Implications for instruction. The Reading League Journal, 1(3), 20–28. https://fl.dyslexiaida.org/wp-content/uploads/sites/33/2024/05/A-2020-Perspective-on-Research-Findings-on-Alphabetics-Phoneme-Awareness-and-Phonics-Implications-for-Instruction.pdf
Butler, R. (1998). Determinants of help seeking: Relations between perceived reasons for classroom help-avoidance and help-seeking behaviors in an experimental context. Journal of Educational Psychology, 90(4), 630–643. https://doi.org/10.1037/0022-0663.90.4.630
Byun, S.-J., Kim, S.-K., & Jung, K. (2024). The effects of phonics training based on phonological and morphological awareness on reading and writing abilities in children with reading difficulties. Communication Sciences & Disorders, 29(2), 329–349. https://doi.org/10.12963/csd.240036
Carroll, J. M., Holden, C., Kirby, P., Thompson, P. A., Snowling, M. J., & the Dyslexia Delphi Panel. (2025). Toward a consensus on dyslexia: Findings from a Delphi study. Journal of Child Psychology and Psychiatry, 66(7), 1065–1076. https://doi.org/10.1111/jcpp.14123
Charbonnier, E., Le Vigouroux, S., Puechlong, C., Montalescot, L., Goncalves, A., Baussard, L., & Lespiau, F. (2023). The effect of intervention approaches of emotion regulation and learning strategies on students’ learning and mental health. INQUIRY: The Journal of Health Care Organization, Provision, and Financing, 60, 00469580231159962. https://doi.org/10.1177/00469580231159962
Dastjerdi Kazemi, M., & Soleymani, Z. (2003). Phonological awareness test [In Persian]. Exceptional Children Research Institute Publications.
Duff, D. M., Hendricks, A. E., Fitton, L., & Adlof, S. M. (2023). Reading and math achievement in children with dyslexia, developmental language disorder, or typical development: Achievement gaps persist from second through fourth grades. Journal of Learning Disabilities, 56(5), 371–391. https://doi.org/10.1177/00222194221105515
Duff, F. J., & Clarke, P. J. (2011). Practitioner review: Reading disorders: What are the effective interventions and how should they be implemented and evaluated? Journal of Child Psychology and Psychiatry, 52(1), 3–12. https://doi.org/10.1111/j.1469-7610.2010.02310.x
Far-hat, M., & Ouchouid, J. (2025). An intervention-study on Moroccan high schoolers’ difficulty in comprehending newly encountered vocabulary. Journal of English Language Teaching and Applied Linguistics, 7(1), 198–208. https://doi.org/10.32996/jeltal.2025.7.1.18
Fong, C. J., Gonzales, C., Hill-Troglin Cox, C., & Shinn, H. B. (2023). Academic help-seeking and achievement of postsecondary students: A meta-analytic investigation. Journal of Educational Psychology, 115(1), 1–21. https://doi.org/10.1037/edu0000725
Gautam, A. (2023). Influence of psychosocial correlates on learning disability in school going children. International Journal for Multidisciplinary Research, 5(4), Article 5031. https://doi.org/10.36948/ijfmr.2023.v05i04.5031
Ghadiri Sourman Abadi, F., Abdolmohamadi, K., & Alimohamadi, A. (2024). The comparison of social isolation and psychological well-being in students with specific learning disabilities and normal students [In Persian]. Psychology of Exceptional Individuals, 14(53), 179–200. https://doi.org/10.22054/jpe.2023.73269.2564
Gillon, G. T. (2000). The Gillon phonological awareness training programme (2nd ed.). Canterprise, University of Canterbury.
Gillon, G. T. (2017). Phonological awareness: From research to practice (2nd ed.). Guilford Press.
Gough, P. B., & Tunmer, W. E. (1986). Decoding, reading, and reading disability. Remedial and Special Education, 7(1), 6–10. https://doi.org/10.1177/074193258600700104
Handler, S. M., Fierson, W. M., Section on Ophthalmology, Council on Children with Disabilities, American Academy of Ophthalmology, American Association for Pediatric Ophthalmology and Strabismus, & American Association of Certified Orthoptists. (2011). Learning disabilities, dyslexia, and vision. Pediatrics, 127(3), e818–e856. https://doi.org/10.1542/peds.2010-3670
Hoover, W. A., & Gough, P. B. (1990). The simple view of reading. Reading and Writing, 2(2), 127–160. https://doi.org/10.1007/BF00401799
Karabenick, S. A. (2004). Perceived achievement goal structure and college student help seeking. Journal of Educational Psychology, 96(3), 569–581. https://doi.org/10.1037/0022-0663.96.3.569
Khorasani, R., & Mirhosseini Chahardeh, S. M. (2018). The effect of pre-teaching new vocabulary items via audio-visuals on Iranian EFL learners’ reading comprehension ability. International Journal of Research in English Education, 3(1), 19–27. https://doi.org/10.29252/ijree.3.1.19
Kim, S. K. (2021). Recent update on reading disability (dyslexia) focused on neurobiology. Clinical and Experimental Pediatrics, 64(10), 497–503. https://doi.org/10.3345/cep.2020.01543
Kkese, E. T. (2020). Phonological awareness and literacy in L2: Sensitivity to phonological awareness and phoneme-grapheme correspondences in L2 English. In G. Neokleous, A. Krulatz, & R. Farrelly (Eds.) , Handbook of research on cultivating literacy in diverse and multilingual classrooms (pp. 62–81). IGI Global. https://doi.org/10.4018/978-1-7998-2722-1.ch004
Kwan, C., Gitimoghaddam, M., & Collet, J. P. (2020). Effects of social isolation and loneliness in children with neurodevelopmental disabilities: A scoping review. Brain Sciences, 10(11), 786. https://doi.org/10.3390/brainsci10110786
Layes, S., Guendouz, M., Lalonde, R., & Rebai, M. (2022). Combined phonological awareness and print knowledge training improves reading accuracy and comprehension in children with reading disabilities. International Journal of Disability, Development and Education, 69(4), 1185–1199. https://doi.org/10.1080/1034912X.2020.1779914
Lee, H. Y., & List, A. (2023). Examining students’ help-seeking when learning from multiple texts. Contemporary Educational Psychology, 75, 102232. https://doi.org/10.1016/j.cedpsych.2023.102232
Li, R., Che Hassan, N., & Saharuddin, N. (2023). College student’s academic help-seeking behavior: A systematic literature review. Behavioral Sciences, 13(8), 637. https://doi.org/10.3390/bs13080637
Lollini, A., Tsapok, M., & Hundt, S. (2025). Screenings for dyslexia, learning disorders, and literacy issues: A U.S. state legislative comparative framework. Children's Legal Rights Journal, 45(2), Article 2. https://lawecommons.luc.edu/clrj/vol45/iss2/2
Martín-Arbós, S., Castarlenas, E., & Dueñas, J. M. (2021). Help-seeking in an academic context: A systematic review. Sustainability, 13(8), 4460. https://doi.org/10.3390/su13084460
McCutcheon, S., Wood, A., Bright, M., Jilina, P., & Walker, A. (2025). Student academic help seeking in higher education: Navigating Bronfenbrenner’s systems. Journal of University Teaching and Learning Practice, 22(2). https://doi.org/10.53761/jfn9df65
Milankov, V., Golubović, S., Krstić, T., & Golubović, Š. (2021). Phonological awareness as the foundation of reading acquisition in students reading in transparent orthography. International Journal of Environmental Research and Public Health, 18(10), 5440. https://doi.org/10.3390/ijerph18105440
Miller, C. J., Sanchez, J., & Hynd, G. W. (2003). Neurological correlates of reading disabilities. In H. L. Swanson, K. R. Harris, & S. Graham (Eds.) , Handbook of learning disabilities (pp. 242–255). Guilford Press.
Moradi, M., & Kheirzadeh, S. (2024). Comparing the effectiveness of face-to-face and virtual phonological awareness training in reading performance of students with dyslexia during COVID-19 pandemic. Reading Psychology, 45(7), 690–703. https://doi.org/10.1080/02702711.2024.2351486
Nemati, S., Badri Gargari, R., & Arkani, Z. (2023). Comparison of alexithymia, self-compassion, and academic help-seeking in students with and without specific learning disability [In Persian]. Journal of Learning Disabilities, 12(2), 101–115. https://www.magiran.com/paper/2542709
Nemati, S., Badri Gargari, R., Khoshbahar, N., & Mahmoudi, E. (2024). The effectiveness of the Strong Kids’ socio-emotional program on emotional regulation enhancement and academic help-seeking in students with specific learning disability [In Persian]. Journal of Learning Disabilities, 13(3), 70–84. https://doi.org/10.22098/jld.2024.13887.2123
Newman, R. S., & Schwager, M. T. (1992). Student perceptions and academic help-seeking. In D. H. Schunk & J. L. Meece (Eds.) , Student perceptions in the classroom: Causes and consequences (pp. 123–146). Lawrence Erlbaum Associates.
Nkurunziza, S. (2024). The role of phonological awareness in early reading development. European Journal of Linguistics, 3(3), 15–26. https://doi.org/10.47941/ejl.2051
Pahlavan Neshan, S., Pahlavan Neshan, O., & Rostami Ravari, M. A. (2016). The effectiveness of phonological awareness training on reading accuracy of boy students with dyslexia [In Persian]. Shenakht Journal of Psychology and Psychiatry, 3(2), 94–107. https://doi.org/10.29252/shenakht.3.2.94
Pennington, B. F., McGrath, L. M., & Peterson, R. L. (2019). Diagnosing learning disorders: From science to practice (3rd ed.). Guilford Press.
Pfost, M., Blatter, K., Artelt, C., Stanat, P., & Schneider, W. (2019). Effects of training phonological awareness on children's reading skills. Journal of Applied Developmental Psychology, 65, 101067. https://doi.org/10.1016/j.appdev.2019.101067
Pirzadi, H., Ghobari Bonab, B., Shokoohi Yekta, M., Yaryari, F., Hasanzadeh, S., & Sharifi, A. (2012). Effect of direct instruction of phonological awareness on reading skill progress in students with reading disorder [In Persian]. Audiology, 21(1), 84–93. https://aud.tums.ac.ir/article-1-65-en.html
Rahmani, J., & Abedi, M. R. (2004). Standardization of Raven’s Colored Progressive Matrices Test for children aged 5 to 10 in Isfahan Province [In Persian]. Amoozeh, 23, 81–86. https://www.magiran.com/paper/217801
Remya, U. (2023). Effect of phonological awareness training in improving the reading skills among children with dyslexia. Education Dynamics, 6(2), 130–141.
Rezayi, A., & Pashayi, L. (2010). The relationship between epistemological beliefs and attitudes toward help-seeking behavior with academic achievement [In Persian]. Journal of Teaching and Learning Studies, 2(1), 77–97. https://jtls.shirazu.ac.ir/article_813.html
Rohmer, O., Doignon-Camus, N., Audusseau, J., Trautmann, S., Chaillou, A. C., & Popa-Roch, M. (2022). Removing the academic framing in student evaluations improves achievement in children with dyslexia: The mediating role of self-judgement of competence. Dyslexia, 28(3), 309–324. https://doi.org/10.1002/dys.1713
Ryan, A. M., & Pintrich, P. R. (1997). “Should I ask for help?” The role of motivation and attitudes in adolescents' help seeking in math class. Journal of Educational Psychology, 89(2), 329–341. https://doi.org/10.1037/0022-0663.89.2.329
Shen, L., Feng, G., Shi, L., Wu, Y., & Cao, F. (2025). The effectiveness of phonological training and morphological training in Chinese children with reading difficulty. Reading and Writing, 38, 2979–3008. https://doi.org/10.1007/s11145-024-10623-7
Shirazi, T. S., & Nilipour, R. (2004). Designing and standardization of a diagnostic reading test [In Persian]. Archives of Rehabilitation, 5(1–2), 7–11. http://rehabilitationj.uswr.ac.ir/article-1-136-en.html
Shirazi, T. S., & Nilipour, R. (2012). Diagnostic reading test [In Persian]. University of Rehabilitation Sciences and Social Health Publications.
Sideridis, G. D. (2007). Why are students with LD depressed? A goal orientation model of depression vulnerability. Journal of Learning Disabilities, 40(6), 526–539. https://doi.org/10.1177/00222194070400060401
Silverman, R. D., Speece, D. L., Harring, J. R., & Ritchey, K. D. (2013). Fluency has a role in the simple view of reading. Scientific Studies of Reading, 17(2), 108–133. https://doi.org/10.1080/10888438.2011.618153
Snowling, M. J., & Hulme, C. (2011). Evidence-based interventions for reading and language difficulties: Creating a virtuous circle. British Journal of Educational Psychology, 81(1), 1–23. https://doi.org/10.1111/j.2044-8279.2010.02014.x
Snowling, M. J., Hayiou-Thomas, M. E., Nash, H. M., & Hulme, C. (2020). Dyslexia and developmental language disorder: Comorbid disorders with distinct effects on reading comprehension. Journal of Child Psychology and Psychiatry, 61(6), 672–680. https://doi.org/10.1111/jcpp.13140
Snowling, M. J., Lervåg, A., Nash, H. M., & Hulme, C. (2019). Longitudinal relationships between speech perception, phonological skills and reading in children at high risk of dyslexia. Developmental Science, 22(1), e12723. https://doi.org/10.1111/desc.12723
Soleymani, Z., & Dastjerdi Kazemi, M. (2005). Determination of validity and reliability of phonological awareness test [In Persian]. Journal of Psychology, 9(1), 82–100. https://www.ensani.ir/fa/article/229306
Stampoltzis, A., Plakida, E., & Peristeri, E. (2020). Rapid automatized naming (RAN) and its relationship to phonological awareness and reading: A pilot study in a Greek sample of students with dyslexia. Open Journal of Modern Linguistics, 10(3), 174–194. https://doi.org/10.4236/ojml.2020.103011
Taruna, R. (2022). The effectiveness of phonemic awareness intervention in student with dyslexia. Asia Pacific Journal of Developmental Differences, 9(1), 143–153. https://doi.org/10.3850/S2345734122000157
TV, M., M, M., & Albert, S. (2025). Early identification and enhanced assessment of learning disabilities: A review. Applied Neuropsychology: Child, 1–24. https://doi.org/10.1080/21622965.2025.2482754
Wagner, R. K., & Torgesen, J. K. (1987). The nature of phonological processing and its causal role in the acquisition of reading skills. Psychological Bulletin, 101(2), 192–212. https://doi.org/10.1037/0033-2909.101.2.192
Yaacob, H., Zakariya, N. Z., & Rashid, S. M. (2024). Technology-based interventions for dyslexic children: A systematic literature review (SLR). International Journal of Academic Research in Business and Social Sciences, 14(2), 574–595. https://doi.org/10.6007/IJARBSS/v14-i2/20826
Yang, F., & Stefaniak, J. E. (2024). Help-seeking. EdTechnica. https://doi.org/10.59668/371.13472
Zugarramurdi, C., Fernández, L., Lallier, M., Valle-Lisboa, J. C., & Carreiras, M. (2022). Mind the orthography: Revisiting the contribution of prereading phonological awareness to reading acquisition. Developmental Psychology, 58(6), 1003–1016. https://doi.org/10.1037/dev0001341