Effectiveness of a strategy based on phonological awareness in developing some skills of reading aloud among the students of the first preparatory vocational grade

Document Type : Original Article

Authors

قسم المناهج وطرق التدريس، كلية التربية بنين بالقاهرة، جامعة الأزهر

Abstract

The research aims to investigate the effectiveness of a strategy based on phonological awareness in developing some of the skills of reading aloud among first-grade preparatory vocational students. To achieve this goal, the experimental approach based on the semi-experimental design was used with two equal groups, an experimental (25) students, and a control (25) students from Al-Rahba Preparatory School for Boys.The researcher prepared and adjusted the two experimental treatment materials (the teacher's guide, the student's book), then he built and adjusted the two research tools, which were: (a test of recognition of the skills of aloud reading, and a graduated scale to measure the performance offender of the skills of aloud reading), and after applying the two tools beforehand, and ensuring the equivalence of The two research groups, the research experiment was implemented where the experimental group studied, according to the strategy based on phonological awareness, and the control group studied in the usual way,The two search tools were applied post-test on the two research groups, monitoring the data, and analyzing them statistically. The results of the search revealed that the students of the experimental group excelled in the post-application over the students of the control group that were taught in the usual way, with a statistically significant difference at the level of significance (α≤ 0,05), which indicates On the effectiveness of the strategy based on phonological awareness in developing some of the skills of reading aloud among first-grade preparatory vocational students, and according to the results, a set of proposals and recommendations was developed.

Keywords


Ahmed Ahmed Awwad. (2010). The effectiveness of a program in developing phonological awareness and its impact on improving the reading speed of students with learning difficulties in the basic stage in the State of Qatar, Journal of Childhood and Education, Kindergarten College, Alexandria University, Egypt. Jan 17-66.
Ahmed Abdo Awad. (2010). The effectiveness of a proposed strategy in treating reading, writing and achievement weakness in the Arabic language among some ninth grade students of basic education. Education Journal in Mansoura, p. 73, part 1, 2010.
Asma Faraj Syed. (2015). The effectiveness of an educational strategy based on the approach of linguistic analysis in developing phonological awareness skills in developing phonological awareness skills, speaking and aloud reading, Ph.D. thesis, Graduate School of Education, Cairo University.
Amna Suleiman Al-Buraiki. (2018). Manifestations of reading weakness among students of the second cycle of basic education in South Al Batinah Governorate as viewed by teachers of the Arabic language. Unpublished master's thesis, Sohar University, Oman.
 
 
Ayat Saleh Juma. (2017). The effectiveness of a computerized interactive program in improving the reading and writing skills of students with developmental learning difficulties in the lower basic stage, master's thesis, Faculty of Educational Sciences, Al-Quds University, Palestine.
Tahany Sabry Kamal. (2014). A training program based on information processing to develop verbal awareness and vocal output and its impact on improving word recognition, understanding and pronunciation skills for people with learning disabilities in the first cycle of basic education, Institute of Educational Studies, Journal of Educational Sciences, Issue III, Part 2.
Hassan Shehata. (2003). Dictionary of Educational and Psychological Terms, The Egyptian Lebanese House, Cairo.
Hosni Abdel Bari Asr. (1997). Teaching Arabic in primary schools, Alexandria, Academic Library.
Hanan Mahmoud. (2021). The effectiveness of a training program based on phonological awareness in improving the reading performance of first-grade students, Arab Journal of Educational and Psychological Sciences, Arab Foundation for Education, Science and Arts, p. 24.
Khaled Samir Nessim. (2014). The impact of the phonological awareness strategy on developing oral reading and self-efficacy among primary school students, Ph.D. thesis, Faculty of Education, Ain Shams University.
Khaled Samir Nessim. (2014). Phonological awareness and teaching reading in the primary stage, reading and knowledge, Ain Shams University - Faculty of Education - Egyptian Society for Reading and Knowledge, p. 148, February, 189-216.
Dina Reda Al-Awadi. (2016). Designing a program to treat common spelling errors in the Arabic language among fourth grade Azhari primary students in the light of their learning patterns and measuring its effectiveness. Master's degree, Faculty of Education, Helwan University.
Rushdi Ahmed Toaima, and Muhammad Al-Sayed Manna. (2000). Teaching Arabic in general education, theories and experiences, 1st edition, Dar Al-Fikr Al-Arabi.
Riyad Badri Mustafa. (2005). Reading Problems from Childhood to Adolescence (Diagnosis and Treatment), Dar Safaa for Publishing and Distribution, Amman
Saad Abdul Rahman, and Iman Zaki. (2002). Readiness to learn reading, its development and measurement in the kindergarten stage, 1st edition, Cairo, Al Falah Bookshop.
Samah Mohammed Abdo. (2016). The effectiveness of using the multisensory approach to treat learning difficulties among primary school students. Reading and Knowledge Journal. Issue 131, Part Two, The Egyptian Association for Reading and Knowledge, Egypt.
Soumya kuday. (2017). Difficulties in learning to read and their relationship to the emergence of social withdrawal among primary school students, Journal of Human and Social Sciences, Mustafa Istanbul University.
Sayed Garhi El-sayed. (2014). The effectiveness of a program to develop the skills of visual performance and phonological perception in the treatment of difficulties in learning to read and write in children, unpublished master's degree, Ain Shams University.
Salahuddin Mahmoud Allam. (2005). Educational and psychological measurement and evaluation, its basics, applications and contemporary directives. Cairo: Dar Al-Fikr Al-Arabi.
Abdul Hamid Zuhri Atallah. (2003). A proposed program in language games to treat the reading weakness of the third grade primary students. Reading and Knowledge Journal, Ain Shams University, Faculty of Education.
Abdul Ghani Hadidi, and Nasir al-Din Zaidi. (2020). Teachers' attitudes towards the role of phonological awareness skills in teaching reading: a field study in city elementary schools, Journal of Psychological and Educational Sciences, University of Al-Shaheed Hama Lakhdar Al-Wadi - College of Social and Human Sciences, Vol. 6, P. 4.
Essam Qassem Qassem. (2019). The effectiveness of a proposed program based on phonological awareness to develop some of the skills of reading aloud among middle school students. Journal of the Faculty of Education, Assiut University, vol. 35, p. 2.
Essam Mohamed Khattab. (2017). The effectiveness of a program based on the visual approach in preparatory stage students' acquisition of spelling rules and the attitude towards dictation, Journal of Reading and Knowledge, The Egyptian Society for Reading and Knowledge, Cairo, Issue 189.
Ali Saad Jaballah. (2012). The effectiveness of training on phonological awareness activities in developing some aloud reading skills among primary school students. Journal of the Faculty of Education, Benha University, Vol. 23, p. 91.
Ali Ahmed Madkour. (2006). Teaching Arabic Language Arts, Dar Al-Shawaf.
Ali Saad Jab Allah. (2012). The effectiveness of training on phonological awareness activities in developing some aloud reading skills among primary school students, Journal of the Faculty of Education, Benha University - Faculty of Education, Vol. 23, p. 91.
Ali Mustafa Abdullah. (2012). Arabic Language Skills, Dar Al Masirah for Publishing and Distribution, Jordan.
Fathi Ali Younes. (2010). Language teaching strategies at the secondary level, Cairo, Modern Writing Press.
Maher Shaban Abdel Bari. (2010). Functional and creative writing, skills, activities, and evaluation, Dar Al Masirah for Publishing and Distribution, Amman.
Muhammad Ahmed Abu Taima. (2010). The effect of the reading clinics program to treat weakness on some reading skills of the fourth grade students in Khan Yunis governorate. (Unpublished master's thesis), College of Education, Islamic University, Gaza.
 
 
Mohamed Elsayed Salem. (2020). The effectiveness of training on phonological awareness skills in treating difficulties in reading aloud and phonological disorders. Arab Studies in Education and Psychology, Association of Arab Educators.
Muhammad Abdullah Al-Jali. (2020). A proposed strategy based on the phonemic awareness approach to develop the skills of reading aloud for non-Arabic speaking students at the beginner level, master's thesis, Graduate School of Education, Cairo University.
Muhammed Ali Kamel. (2005). Academic learning difficulties between understanding and confrontation, Alexandria Book Center.
Muhammad Omar Hassani. (2020). Reading weakness among primary school students, its causes and treatment. Journal of the Faculty of Education, Mansoura, No. 11, Part 5.
Mahmoud Kamal Al-Naka. (2009). Teaching the Arabic Language, Intervention and its Techniques, Part 2, Cairo, Faculty of Education, Ain Shams University.
Mahmoud Kamel Al-Naka, and Hafez Mahmoud. (2009). Teaching Arabic in general education, Al-Ikhlas Library, Cairo.
Mahmoud Jalal Eddin Suleiman. (2006). The role of phonological awareness training in treating some reading difficulties, the Sixth Scientific Conference of the Egyptian Society for Reading and Knowledge - Every child has the right to be a distinguished reader, Volume 1, The Egyptian Society for Reading and Knowledge.
Muhyiddin Fawaz. (2015). The effectiveness of a training program in improving reading aloud among students with reading difficulties according to the theory of multiple intelligences, master's thesis, Faculty of Education, University of Damascus.
Marwa Diab Abu Zeid. (2011). The effect of phonemic awareness strategy on developing aloud reading skills and self-efficacy among primary school students, Master Thesis, Faculty of Education, Benha University.
Mustafa Abdullah Tantawi. (2015). Phonological awareness is an educational approach to mastering recitation: its concept, levels, skills, and ways of developing it. Al-Azhar University, Faculty of the Holy Quran for readings and their sciences, Tanta.
Maha Salama Nasr. (2014). The effectiveness of using the differentiated learning strategy in developing the reading and writing skills of the second grade pupils in the Arabic language course, Islamic University, College of Education, Gaza
Conference on the development of methods of teaching the Arabic language. (2016). Addressing the Challenges Facing Dhad Language, March 6, Zayed University, Dubai.
Second International Conference. (2014). Visions and directions, August 2014, The Egyptian Association for Curricula and Teaching Methods, Ain Shams University.
The Second International Conference on Teaching Arabic. (2015). The role of language skills in language education, April 2015, Language Center, University of Jordan.
Arabic language and education conference. (2020). A future vision for development, Emirates Center for Educational Studies and Strategic Research.
Nassima Rabia. (2004). Linguistic error in the Algerian basic school, its problems and solutions. Algeria: University Press Office.
Hisham Al-Hassan. (2010). Methods of teaching children to read and write, 1st Edition, Al-Dar Al-Ilmiyyah for Publishing and Distribution, Amman, Jordan.
Wazea Muhammad Al-Qahtani. (2020). The effectiveness of the Baybee model in treating the reading weakness of sixth-grade students. Journal of the Faculty of Education, Mansoura, No. 11, Part 5.
The Ministry of Education. (2011). Standard levels of the Arabic language from the first to the twelfth grade in the National Standards for Education in Egypt, Volume Two, Cairo.
 
 
ثالثًا: المراجع الأجنبية
Al-Jarf, R. (2010). Spelling error corpora in EFL. Sino-US English Teaching. 7(1), 6-15.
Alvarez, H. K., & Ollendick, T. H. (2013): Individual and psychosocial risk factors. In C. A. Essau (Ed.), Conduct and oppositional defiant disorders: Epidemiology, risk factors, and treatment (pp. 97-116). Mahwah, NJ: Lawrence Erlbaum Associates.
Andrews, J., Saklofske, D. H., Janzen, H. L. (2011): Handbook of psycho-educational assessment: ability, achievement, & behavior in children; Academic Press, San Francisco
Bansal, V. (2005). Effect of remediation in spatial perception on self-esteem and academic performance. Unpublished Ph.D. Thesis, Panjab University, Chandigarh.
Bialystok, E., Majumder, S., & Martin, M. M. (2003). Developing phonological awareness: Is there a bilingual advantage? Applied Psycholinguistics, 24, 27–44. https://doi.org/10.1017/S014271640300002X
de Smet, M., Leijten, M., & Van Waes, L. (2018). Exploring the process of reading during writing using eye tracking and keystroke logging. Written Communication, 35(4), 411–447. https://doi.org/10.1177/0741088318788070
Goldstein, H,, Olszewski, A,, Haring, greenwood, C,R,, McCune, L, & Carta, J, et al, (2017): Efficacy of a supplement phonemic awareness curriculum to instruct preschoolers with delays in early literacy development, Journal of Speech Language and hearing Research vol, (60), Issue, (1), Pp, (89-103), Retrieved from: http://doi.org/10,1044/3016_JSLHR-L-15-0451.
Joseph.K. Torgesen & Patricia G.mathes: Assessment of instruction in phonemic Awamess, seco. Ed. Florida of Department of Education, Bureau of instructional support & community services, 2002. http://www.flode.rog/ese/pdf/phoneman.pdf
 
Wengelin, A., & Arfé, B. (2018). The complementary relationships between reading and writing in children with and without writing difficulties. In B. Miller, P. McCardle, & V. Connelly (Eds.), Writing development in struggling learners: Understanding the needs of writers across the lifecourse (pp. 29–50). Brill Publishin.