A study of the effect phonological awareness on the spelling writing through a therapeutic program directed to students with phonological dysorthography

Abstract

This current study aims to reveal the impact of phonological awareness on the spelling writing through a therapeutic program directed to students with phonological at the level of third and fourth year of primary school. The therapeutic program focused on three axes, processing of syllabic units of the word, processing of phonetic units of the word, and processing of associations between phonemes -grahams. To achieve the objectives of the study, the experimental method was adopted with two equal groups, and the study sample consisted of (40) pupils who were chosen deliberately selected. The results of the study revealed the are no statistically significant individual differences between the level of third- and fourth-year primary students with phonological dysorthography in spelling, and also showed the effectiveness of therapeutic program in favor of the experimental group.