Khodadoust Mahdi, Mohamadi Reyhane, Janani Leila, Javadi Zakiye, Sadeghi Amir
School of Rehabilitation, Iran University of Medical Sciences, Tehran, Iran.
Neuroscience Research Center, Institute of Neuropharmacology, Kerman University of Medical Sciences, Kerman, Iran.
Med J Islam Repub Iran. 2019 Apr 18;33:32. doi: 10.34171/mjiri.33.32. eCollection 2019.
Phonological awareness (PA) is a fundamental predictor of reading disability. However, researches on reading have indicated that PA assessment alone is not sufficient to prevent reading problems. Rapid automatized naming (RAN) has been suggested as another influential factor in reading deficits independent of PA. This study investigated the impact of phonological awareness on rapid automatized naming. This was a randomized clinical trial study in which 62 Persian monolingual first graders were recruited from 3 schools using convenience sampling. Inclusion criteria were lack of deficits with sensory-motor skills and knowledge of the Persian alphabets. Measures of PA and RAN were utilized. The participants were randomly assigned into either the intervention or the control group. The intervention group was divided into small groups of 4-6 children who received thirty 40-minute training sessions in PA. T test, Mann-Whitney, and Wilcoxon tests were used for data analysis. The results revealed that the RAN time was significantly reduced (p≤0.001), with a significant increase in PA scores (p≤0.001). In addition, there was a significant inverse relationship between some of the measures of the phonological awareness subtests and rapid automatized naming (eg, phonemic blending & RAN (numbers): ρ=-0.52 with p≤0.001). The findings showed that in the initial assessment, PA and RAN had a significant relationship, but RAN could be significantly improved by PA training.
语音意识（PA）是阅读障碍的一个基本预测指标。然而，阅读研究表明，仅靠PA评估不足以预防阅读问题。快速自动命名（RAN）已被认为是独立于PA的阅读缺陷的另一个影响因素。本研究调查了语音意识对快速自动命名的影响。这是一项随机临床试验研究，采用便利抽样从3所学校招募了62名波斯语单语一年级学生。纳入标准是感觉运动技能无缺陷且了解波斯字母。使用了PA和RAN的测量方法。参与者被随机分配到干预组或对照组。干预组被分成4 - 6名儿童的小组，接受了30次每次40分钟的PA训练课程。使用t检验、曼 - 惠特尼检验和威尔科克森检验进行数据分析。结果显示，RAN时间显著减少（p≤0.001），PA分数显著提高（p≤0.001）。此外，语音意识子测试的一些测量指标与快速自动命名之间存在显著的负相关关系（例如，音素混合与RAN（数字）：ρ = -0.52，p≤0.001）。研究结果表明，在初始评估中，PA和RAN存在显著关系，但通过PA训练，RAN可以得到显著改善。
