بررسي ارتباط بين آگاهي واجي و سرعت ناميدن خودكار با نمره خواندن در پايه اول ابتدايي شهر تهران

Relationship between phonological awareness, rapid automatized naming and reading in first grade students in Tehran, Iran

Background and Aim: Reading is one of the humanʹs communicative skills. Phonological awareness and rapid automatized naming are parts of the personʹs linguistic knowledge. Research in different languages and communities suggest that there is a relation between phonological awareness, rapid automatized naming and reading. To survey these relations in Persian language is the aim of this study. Methods: In this study 130 male students from the first grade were selected at random. They were normal in IQ, visual and hearing status. Language development was also normal in these children. This study was a cross-sectional one. Pearson correlation coefficient and linear regression test were used to analyze data. Results: The relation between phonological awareness and automatized rapid naming was significant (p<0.0001). Pearson correlation coefficient between phonological awareness and reading was direct (0.86). Pearson correlation coefficient between rapid automatized naming and reading was indirect that equals -0.87. In investigating the relation of two variables simultaneously with reading we concluded that the relation between phonological awareness, rapid automatized naming and reading is statistically significant (p<0.0001). Conclusion: The results of this research revealed that in Persian language like other languages there is a relation between phonological awareness, rapid automatized naming, and reading. Reading skills of children could be improved with this exercises.