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Phonological awareness deficits in Arabic-speaking children with learning disabilities

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Abstract

Background

Phonological awareness refers to the language ability to perceive and manipulate the sounds of spoken words. It is an understanding of the structure of spoken language — that it is made up of words, and that words consist of syllables, rhymes, and sounds. The presence of a relationship between performance in phonological awareness tasks and reading ability is undisputed.

Materials and methods

100 normal children together with 30 learning -disabled children were evaluated with the Arabic phonological awareness test to detect their performance on phonological awareness.

Results

A large amount of evidence has been accumulated to show that the more knowledge children have about the constituent sounds of words, the better they tend to be at reading.

Aim

Many studies have been conducted to detect phonological awareness deficits in English-speaking children, but very few studies have been conducted on Arabic-speaking children.

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Authors

Corresponding author

Correspondence to Sally Taher Kheir Eldin MD.

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Conflicts of interest

None declared.

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Barakah, M.A.S., Elshobary, A.M., El-Assal, N.N. et al. Phonological awareness deficits in Arabic-speaking children with learning disabilities. Egypt J Otolaryngol 31, 140–142 (2015). https://doi.org/10.4103/1012-5574.156103

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Keywords

  • learning disability
  • phonological awareness
  • reading