علاقة الوعي الفونولوجي بفك الترميز القرائي عند الأطفال المصابين بعرض داون

Abstract EN

Reading is among the academic courses that the child learns when first entering school.

Given the importance of reading and its relation with respect to the other courses to a normal child.

However, it becomes more and more important for children with special needs.

For this reason, the present study aims to explore the relation between the phonological awarness at all levels (rhyme, section, phoneme) in addition to reading decoding for children with Down's syndrome.

The study included thirty school children in integrated classes in regular schools through two tests, reading test and phonological awarness test.

After using the statistical programme of social sciences SPSS, the results were as follows: There is a relation between awarness of rhyme and reading decoding for children with Down's syndrome.

There is a relation between awarness of section and reading decoding, and the existence of relation between awarness of phoneme and reading decoding.

Therefore, the more the phonological awarness is excellent, the more child with Down's syndrome is able to decode reading, then, working for reading comprehension.