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ORIGINAL ARTICLE
Year : 2015  |  Volume : 31  |  Issue : 2  |  Page : 140-142

Phonological awareness deficits in Arabic-speaking children with learning disabilities


1 Department of Phoniatrics, Faculty of Medicine, Ain Shams University, Cairo, Egypt
2 Department of Community, Occupational and Environmental Medicine, Faculty of Medicine, Ain Shams University, Cairo, Egypt

Correspondence Address:
Sally Taher Kheir Eldin
40 Mohd Meqled Street from Nahas Street, 8th Zone, Nasr City, Cairo
Egypt
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Source of Support: None, Conflict of Interest: None


DOI: 10.4103/1012-5574.156103

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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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