Relationship between phonological awareness and spelling proficiency in first-grade students

  • Nasibe Soltaninejad Mail Department of Speech therapy, Faculty of Rehabilitation, Zahedan University of Medical Sciences, Zahedan, Iran
  • Fateme Soltaninejad Department of English Language, Education Office of Kerman, Kerman, Iran
  • Fahime Ashtab Department of Speech therapy, Faculty of Rehabilitation, Zahedan University of Medical Sciences, Zahedan, Iran
  • Mehdi Mohammadi Department of Biostatistics, Faculty of Health, Zahedan University of Medical Sciences, Zahedan, Iran
Keywords:
Phonological awareness, spelling score, first-grade students

Abstract

Background and Aim: Phonological awareness (consisting of phoneme, syllable and intra-syllable awareness) is an important part of receptive and expressive language; it facilitates reading and writing skills through phonological re-coding. Multiple studies in several languages have studied the relationship between phonological awareness and dictation. This research is based on a study of the relationship between phonological skill and spelling score in first-grade Persian students.
Methods: Four hundred first-grade students participated in the study, including 209 girls and 191 boys. A phonological awareness test was individually administered for each student and then a spelling exam was administered in groups. The correlation between the two tests was studied using a simple regression model. The comparison of mean scores of girls and boys was evaluated employing an independent t-test.
Results: A correlation coefficient of 0.82 was obtained between phonological awareness and spelling proficiency (p<0.001). Phonological skill sub-tests also showed a significant correlation with spelling proficiency (highest for phoneme awareness r=0.34 and lowest for rhyme awareness r=0.12). The mean scores of girls and boys differed significantly (p<0.05).
Conclusion: There is a strong positive association between phonological awareness and spelling proficiency. Therefore, if phonological skill is improved, spelling score can be enhanced.

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Published
2017-07-31
How to Cite
1.
Soltaninejad N, Soltaninejad F, Ashtab F, Mohammadi M. Relationship between phonological awareness and spelling proficiency in first-grade students. Aud Vestib Res. 23(5):78-85.
Section
Research Article(s)