The Impact of Phonological Awareness in Improving Sequential Memory among Students with Learning Disabilities

Increasing phonological awareness of children with special needs is of vital importance, as it helps them to face different problems they face. Therefore, this study assessed the efficacy of implementing an instructional program to raise phonological awareness in improving the phonetic sequential-memorisation ability of students with learning disabilities in Irbid city. A total of forty students from grades 3, 4, 5, 6, and 7 were chosen from schools in Irbid city district's Directorate of Education to participate in the current study. The special education teacher diagnosed the participants as having learning disabilities. The participants of the study were divided into two groups, one experimental and one control group using the quasi-experimental methodology. The experimental group outperformed the control group in commanding the phonetic sequential-memorisation ability mainly due to implementing the instructional program. Due to grade differences, the participants did not demonstrate statistical differences in their phonetic sequential-memory abilities. According to the findings, the instructional program demonstrated a long-term impact on improving the phonetic sequential-memorisation abilities of students with learning disabilities in Irbid city district.