Developing syllable blending task and the study of this skill in 3-5 years-Old Persian speaking children

Zeighami, Fatemeh; Darouie, Akbar; Ashtari, Atieh

Volume 6 - MEJDS (2016) 6: 171 | Back to browse issues page

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Zeighami F, Darouie A, Ashtari A. Developing syllable blending task and the study of this skill in 3-5 years-Old Persian speaking children. MEJDS 2016; 6 :171-176
URL: http://jdisabilstud.org/article-1-575-en.html

Developing syllable blending task and the study of this skill in 3-5 years-Old Persian speaking children

Fatemeh Zeighami¹

, Akbar Darouie ^*

², Atieh Ashtari³

1- University of social welfare and rehabilitation sciences, Tehran, Iran
2- Assistant professor Department of Speech Therapy, University of social welfare and rehabilitation sciences, Tehran, Iran
3- Department of Speech Therapy, University of social welfare and rehabilitation sciences, Tehran, Iran

Abstract: (4697 Views)

Abstract
Objective: Phonological awareness skill is an integrated ability that is manifested in three skills including syllable, intra syllabic and phoneme awareness. As the results of many researches show that lower levels of phonological awareness are developmental precursors to higher levels of phonological awareness, the aim of this study is to explore development of syllable blending skill as an aspect of syllable awareness in 3-5 years-Old Persian speaking children.
Methods: It was a descriptive-analytic cross sectional study. 120 normal Persian speaking children, 60 girls and 60 boys in 4 age groups were randomly selected from Qom city kindergartens. The participants were monolingual. The research instrument was a task made by researcher consisting of 10 items whose validity and reliability were confirmed by preliminary findings. Each response was scored as correct (1) or incorrect (0). Non-responses were also scored as incorrect. Data were analyzed using SPSSversion-19.
Results: more than half of children aged between 3 to 3.5 years old successfully completed the task of syllable blending. Children's ability to combine the 2 syllables was better than 3 syllables, and in combination 3 syllables together more than 4 syllables (P<0.001). Correlation between age and ability to syllables blending were statistically significant (P<0.001). The performance of girls and boys in the combination of syllables was not statistically significant (P=0.105).
Conclusion: The result of this study showed that 4 years old children, gain syllable blending skill, the fact that must be taken into more consideration in screening, diagnostic and therapeutic purposes. Also, in the evaluation of this skill, the number of syllables must be considered.

Keywords: Language, Speech, Phonology

Full-Text [PDF 472 kb] (2702 Downloads)

Type of Study: Original Research Article | Subject: Rehabilitation

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