Relationship Of Phonological Awareness With Reading Ability Among Third Grade Elementary Students With Dyslexia

Abstract

The study aimed to investigate the relationship between phonological awareness and reading ability among third-grade students with reading difficulties. To achieve the study's objectives, a descriptive correlational approach was adopted, and a sample of 36 male and female students in the third grade with reading difficulties was included. The following instruments were used: Raven's Matrices Test, Reading Test (high-frequency words, low-frequency words, pseudo-words), and Phonological Awareness Test. Data analysis was conducted using the Statistical Package for the Social Sciences (SPSS) software, employing the correlation coefficient "eta-squared." The study's results revealed a statistically significant correlation between phonological awareness and reading ability among third-grade students with reading difficulties across all levels (high-frequency words, low-frequency words, pseudo-words).