Search

This study aimed at identifying the relationship between phonemic awareness (PA) and reading performance (reading accuracy) among primary grade female students and whether reading performance success can be predicted by PA. To achieve the objective of the study, the researcher adopted a descriptive approach (correlational methodology and regression) to identify the relationship between PA and reading performance. The population consisted of all primary grade female students (first, second, and third grades) in governmental schools in the public education in the Kingdom of Saudi Arabia while the sample consisted of (90) students who were chosen in a purposed way from public schools in Al- Dawadmi city. The results revealed that there is a significant positive correlation between PA variable and reading performance as measured by the word reading accuracy among first and second grade female students (r= 0.565 and 0.496, respectively). However, there was no correlation between PA and reading performance for the third grade data. Further, the results revealed that (32%) of reading performance of first grade as measured by word reading accuracy can be predicted by the PA variable, and (25%) of reading performance of second grade as measured by word reading accuracy can be predicted by the PA variable. Accordingly, the study recommended that first grade students be trained on PA due to its positive correlation with reading performance. [ABSTRACT FROM AUTHOR]

This research aimed at using differentiation learning strategy to develop phonemic awareness and reading comprehension and oral fluency for 3 G primary students. The study sample consisted of 35 students of the experimental group who studied the using differentiation learning strategy and 35 students of the control group, The research used experimental approach semi-experimental design this study used using differentiation learning strategy and also reading comprehension test and vocabularies test . The important result for this study improved in reading comprehension and vocabularies for G3 students. The research recommended that the strategy be included in Arabic language curricula and that electronic courses should be built using the proposed teaching strategy to develop the skills of G3 primary students. [ABSTRACT FROM AUTHOR]

The study aimed at identifying the effectiveness of Orton-Gillingham Method compared to the conventional method in teaching reading to Saudi’s children who suffer from dyslexia in terms of number of words correctly read, speed of reading, reading comprehension, word spelling, phonemic awareness and reverse number remembrance. The researcher adopted the quasi-experimental method. The study’s sample included 40 dyslexic children in the primary schools for boys in Saudi Arabia who were divided into a control group (20 children) and an experimental group (20 children). Diagnostic pretest was conducted for both groups using The Dyslexia Tests, standardized by Almahrej (2015). The researcher then subjected the experimental group to the training program (preparation of the researcher) according to the Orton-Gellingham method, then post-test results were obtained for the two groups to verify the effectiveness of the program. Statistically significant differences were detected for the effect of Orton-Gillingham Method on the number of words correctly read, reading comprehension, word spelling, and phonemic compared to the conventional method used with dyslexic children. No statistically significant differences were found for the effect on the speed and reverse number remembrance of reading compared to the conventional method used by dyslexic children. [ABSTRACT FROM AUTHOR]