Two groups of kindergarten children received
a battery of phonological awareness, reading, and general abilities tests across
a two-year period. One of the groups received phonological training whereas the
other (control) group did not. Results indicated that children who received intervention
improved in certain phonological awareness
skills tested at the end of kindergarten but not in reading skills tested at the
end of 1st year. These findings are in contrast to findings compared
to those found by Carlisle (1995) and Lyster (2002) in English, but were in line
with the findings found by Ibrahim et al. (2007) in Arabic and support the notion
that normal Arab child encounters special difficulties in reading acquisition. The
psycholinguistic basis and implications
of these findings are discussed.
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