برنامج تدريبي قائم على مهارات الوعي الصوتي لتنمية المفردات اللغوية لدى الأطفال ضعاف السمع

Abstract EN

Phonological Awareness represents the essential variable for developing Vocabulary in a correct manner, and decreasing Articulation Disorders of Hearing-Impaired Children.

This study investigated the Effectiveness of a Training Program Based on Phonological Awareness Skills for Developing Vocabulary and its Impact in Decreasing Some of Articulation Disorders of Hearing-Impaired Children.

The psychometric sample of the study consisted of (15) hearing-impaired children.

The Instruments of the study included Stanford-Binet Intelligence Scale -fifth Edition (SB5), translated and standardized by Safwat Farag (2010), Vocabulary Test for Children with Hearing Impairment, prepared by the researcher, Articulation Disorders scale for children with Hearing Impairment, prepared by the researcher, and a training program based on Phonological Awareness Skills, prepared by the researcher.

The clinical sample consisted of (5) children who had defect in Vocabulary and Articulation.

The sample was one experimental group.

The training program was administered to the experimental group, with a mean of (10.360), and a standard deviation of (1.209).

The results of the study showed that there were statistically significant differences between the pre-test and post- test in vocabulary and Articulation Disorders of Hearing-Impaired Children.

Additionally, these findings showed there are no statistically significant differences between the post-test and follow-up test for vocabulary and articulation disorders of the sample of the study.

These results enable us to formulate some ideas for developing vocabulary, decreasing articulation disorders and improving reading of hearing-impaired children, and thus reflects positively in their academic progress in school.