The Contribution of Phonological Awareness to Reading Fluency Among Elementary School Students who are Hard of Hearing
DOI:
https://doi.org/10.47750/pegegog.15.02.02Keywords:
Phonological Awareness, Reading Fluency, Hard-of-Hearing, ReadingAbstract
In this study, the relationship between phonological awareness (PA) and reading fluency (RF) of students who are hard of hearing (SHH) was analyzed. Participants in the study were (26) SHH in the fourth to sixth grades in public elementary schools in Riyadh, Saudi Arabia. The PA and the RF scales were applied. Findings of the study indicated that there was a medium to strong relationship between the variables. Results also showed that SHH had low PA and RF skills. The study proposed topics for further research to enhance the linguistic and academic development of this group of students.
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