Φωνολογική επίγνωση, βραχύχρονη μνήμη και ανάγνωση σε μαθητές σχολικής ηλικίας

Abstract

In the present research we try to investigate the relation between the skill of phonological awareness and the learning of reading and the relation of the short-term memory of phonological information with it. The experimental process was carried out in two stages and the participants were 39 students of the first elementary school from two schools in Athens and Patras. The trials used in both stages were the same. The statistical analysis used the SPSS statistical program. As far as the evaluation of phonological awareness is concerned, the tests used were sonic classification, rheumatic labeling and the decision on the similarity or difference of words. The short-lived phonological information memory was evaluated by the sequencing of sequence numbers, the repetition of false sentences and the recall of words. Finally, the reading skills of the comprehension of vowels, vowels, syllables and clusters of various forms, words and pseudo-sentences were evaluated. Statistical analysis revealed a statistically significant improvement in phonological awareness, short-term phonological information and second-reading reading (March). Also, the relationship between phonological awareness and reading was positive and statistically significant, as opposed to the relationship of short-term memory to phonological information with reading. Finally, in the first phase the effect of both phonological awareness and short-term phonological information memory was not statistically significant. In the second stage, however, a statistically significant effect of both phonological awareness and short-term memory of phonological information was observed in the above skill.