Studying the Impact of Phonological Awareness Training on the Performance of Second Grade Female Elementary School Students in the Area of Mathematical Concepts

زبانشناسی و گویش های خراسان

Article 4, Volume 15, Issue 4 - Serial Number 33, March 2024, Pages 75-105   

Document Type: Original Article

DOI: 10.22067/jlkd.2023.84486.1203

Authors

Elham Ziyayi¹; Azam Estaji^{* 2}; Atiyeh Kamyabi Gol³

¹PhD Candidate in Linguistics, Ferdowsi University of Mashhad, Mashhad, Iran

²Associate Professor in Linguistics, Ferdowsi University of Mashhad, Mashhad, Iran

³Assistant Professor in Persian Language and Literature, Ferdowsi University of Mashhad, Mashhad, Iran

Abstract

Mathematical concepts including counting, comparing, and the spatial value of numbers is among the most fundamental fields that has many impacts on individuals’ life. In the process of counting, the child must retrieve the phonetic representations of numerical words. This is possible through phonological working memory. This study attempted to study the impact of phonemic awareness training on the performance of female students in the second grade of elementary school in the area of mathematical concepts. So, the study was done on 140 second grade female students of Quchan elementary school in the Iranian academic year of 1401-1402 (2022-2023). Seventy students were selected as the control group and 70 students were selected as the experimental group. The experimental group was exposed to phonological awareness training during 10 sessions of 30-35 minutes. A pre-test and a post-test were conducted from both groups both in the phonological awareness and mathematical concepts. The results showed that teaching phonological awareness skills in mathematical concepts has a significant impact on female students in the second grade of elementary school. The results are in line with the results of other studies conducted in this field, but the different aspect of this research was the dividing of phonemic awareness skill based on age and just considering the field of mathematical concepts specifically. Only concepts was discussed in this study.

Keywords

Phonemic Awareness; Mathematical Concepts; Second Grade Students

References

1. احدی، حوریه. (1401). ویژگی‌های زبانی و فرازبانی کودکان نارساخوان فارسی‌زبان. دوماهنامه بین‌المللی جستارهای زبانی. دوره 13. شماره 6 (پیاپی 72). 1-38.
2. احدی، حوریه؛ مسلم‌پور، محبوبه؛ مدرسی، یحیی. (1398). ارتباط آگاهی واج‌شناختی و خواندن در کودکان فارسی‌زبان مبتلا به اوتیسم. دو‌ماهنامه جستارهای زبانی. دوره 10. شماره 1(پیاپی 49).97-73.
3. باعزت، فرشته؛ نادری، حبیب‌اله؛ و ایزدی‌فر، راضیه. (139). تأثیر آموزش آگاهی واج‌شناسی بر کاهش خطاهای املایی دانش‌آموزان دارای اختلال نوشتن. مجله علوم رفتاری. دوره 6. شماره 1. 60-55
4. ترابی‌پور، اخترالسادات؛ بهارلویی، ناهید؛ تذهیبی، مهدی. (1390). بررسی ارتباط مهارت آگاهی واجی و عملکرد ریاضی در دانش‌آموزان پایه اول دبستان. پژوهش در علوم توانبخشی. سال 7. شماره 1.
5. حبیبی، آرش؛ سر‌آبادانی، مونا. (1401). آموزش کاربردی اس‌پی‌اس‌اس. تهران: نارون.
6. حسناتی، فاطمه؛ جلالی‌پور، مریم؛ لطیفی، محمود؛ گودرز، مجید؛ صالح، مجید؛ دبیری، سپیده. (1391). بررسی مهارت‌های آگاهی واجی دانش‌آموزان تک‌زبانه فارسی‌زبان و دو‌زبانه فارسی‌عرب‌زبان پایه دوم دبستان شهر اهواز. فصلنامه تازه‌های علوم شناختی. سال 14. شماره 1. 74-67.
7. دستجردی کاظمی، مهدی؛ سلیمانی، زهرا. (1385). آگاهی واج‌شناختی چیست؟ پژوهش در حیطه کودکان استثنایی. سال ششم. شماره 4. صص 954-931.
8. دستجردی کاظمی، مهدی؛ سلیمانی، زهرا. (1389). آزمون آگاهی واج‌شناختی و ویژگیهای روانسنجی آن. تهران: پژوهشگاه مطالعات آموزش‌وپرورش.
9. زندی، بهمن؛ نعمت زاده، شهین؛ سمایی، مهدی؛ نبی فر، شیما. (1385). بررسی و توصیف خطاهای املایی کودکان پایه دوم ابتدایی. پژوهش در حیطه کودکان استثنایی. 6(2). 66-54.
10. سرشار، مهدیه؛ میکائیلی منیع، فرزانه. (1401). مقایسه آگاهی واج‌شناختی سوادآموزی در کودکان یک، دو و سه‌‌زبانه. فصلنامه علمی پژوهش در یادگیری آموزشگاهی و مجازی. سال نهم. شماره چهارم (پیاپی 36). 9-18.
11. شاکری، نویده؛ سلیمانی، زهرا؛ ظریفیان، طلیعه؛ کمالی، محمد. (1393). بررسی ارتباط آگاهی واج‌شناختی و فرآیندهای واجی در کودکان مبتلا به اختلال صدای گفتار. مجله شنوایی‌سنجی. شماره 5. دوره 23. 43-35.
12. قوامی لاهیج، سارا؛ دانای طوس، مریم؛ تحریری، عبدالرضا؛ ربیع، علی. (1397). سطوح مختلف آگاهی واج‌شناختی و رابطه آن با درک متن نوشتاری نوجوانان: شواهدی از دانش‌آموزان پایه دهم متوسطه. فصلنامه نوآوری‌های آموزشی. سال 17. شماره 67. 122-95.
13. مشکانی، محمد؛ نوری، ادریس؛ لطفی، مریم؛ عبادی‌نیا، قربان. (1396). تأثیر تقویت آگاهی واجی بر بهبود خواندن و حرمت خود دانش‌آموزان مبتلا به نارساخوانی. فصلنامه سلامت روان کودک. دوره چهارم. شماره 3. 118-107.
14. محمد اسماعیل، الهه؛ هومن، حیدر علی. (1381). انطباق و هنجاریابی آزمون ریاضیات ایران کی مت. پژوهش در حیطه کودکان استثنایی 6. سال دوم. شماره 4. 332-323.
15. Amland, T.; Lervåg, A. & Melby-Lervåg, M. (2021). Comorbidity Between Math and Reading Problems: Is Phonological Processing a Mutual Factor? Human Neuroscience,volume 14, article 577304.

doi: 10.3389/fnhum.2020.577304

16. Baloglu M, Koçak R. A (2006). Multivariate Investigation of the Differences in Mathematics Anxiety. Pers Individ Dif.,40(7), 1325-1335.
17. Boada, R. & Pennington, B. F. (2006). Deficient Implicit Phonological Representations in Children with Dyslexia. Journal of Experimental Child Psychology, 95(3), 153–193.

https://doi.org/10.1016/j.jecp.2006.04.003

18. Brennan, F. & Ireson, J. (1997). Training Phonological Awareness: A Study to Evaluate, the Effects of a Program of Metalinguistic Games in Kindergarten. Reading and Writing: an Interdisciplinary Journal, 9, 241-263.
19. Bryant, P. E., MacLean, M., Bradley, L. L. & Crossland, J. (1990). Rhyme and alliteration, phoneme detection and learning to read. Developmental Psychology, 26, 429–438.

Doi: 10.1037/0012-1649.26.3.429

20. Bull, R. & Johnston, R. (1997). Children’s Arithmetical Difficulties: Contributions from Processing Speed, Item Identification and Short -Term Memory. Journal of Experimental Child Psychology, 65, 1–24.

doi: 10.1006/jecp.1996.2358

21. Carnine, D.; Silbert, J.; Kameenui, E. J. & Tarver, S. G. (2004). Direct reading instruction. New Jersey: Merrill Prentice Hall
22. Clements, D. H. & Sarama, J. (2016). Math, Science, and Technology in the Early Grades. Future of Children, 26(2), 75–94.

https://doi.org/10.1353/foc.2016.0013

23.De Smedt, B.; Taylor, J.; Archibald, L. & Ansari, D. (2010). How is Phonological Processing Related to Individual Differences in Children’s Arithmetic Skills?, Developmental Science 13:3, 508–520.

doi: 10.1111/j.1467-7687.2009.00897.x

24. Dornyei, Z. (2011). Research methods in applied linguistics. Oxford University Press.
25. Durand, M.; Hulme, Ch.; Larkin, R. & Snowling, M. (2005). The Cognitive Foundations of Reading and Arithmetic Skills in 7- to 10-year-olds. Experimental Child Psychology, 91, 113‑136.

doi:10.1016/j.jecp.2005.01.003

26. Geary, D. C.; Brown, S. C. & Samaranayake, V. A. (1991). Cognitive Addition: A Short Longitudinal Study of Strategy Choice and Speed-of-Processing Differences in Normal and Mathematically Disabled Children. Developmental Psychology, 27(5),787–797.

https://doi.org/10.1037/0012-1649.27.5.787

27. Geary, D. C. (1993). Mathematical disabilities: Cognitive, neuropsychological, and genetic components. Psychological bulletin, 114(2), 345.
28. Goswami, U. & Bryant,P.E. (1990). Phonological Skills and Learning to Read. Hove: Lawrence Erlbaum.
29. Hecht, S. A.;, Torgesen, J. K.; Wagner, R. K. & Rashotte, C. A. (2001). The Relations between Phonological Processing Abilities and Emerging Individual Differences in Mathematical Computation Skills: A Longitudinal Study from Second to Fifth Grades. Journal of Experimental Child Psychology, 79, 192–227.

doi: 10.1006/jecp.2000.2586

30. Ilyushina, N.V.; Kuzmina, Y.V. & Kaiky, D. N. (2019). the Deficit of Phonological Processing Associated with both Maths and Reading Difficulties Rather than Separate Maths or Reading Difficultie. Article in SSRN Electronic Journal.

Available at: https://ssrn.com/abstract=3404125.

doi: 10.2139/ssrn.3404125

31. Jordan, J. A; Wylie, J. & Mulhern, G. (2015). Mathematics and Reading Difficulty Subtypes: minor Phonological Influences on Mathematics for 5–7-years-old. Linguistic Influences on Mathematical Abilitie, Volume 6.

doi: 10.3389/fpsyg.2015.00221

32. Kourti, A. & Warmington, M. (2021). The Relationship between Mathematical Abilities and Phonological Awareness Skills in Greek Students: A Cross-Sectional Study in 1st Graders. Developmental & Adolescent Health, Volume 1, Issue 3, 24-31.
33. Lance, M.D.; Swanson L.A. & Peterson, A.H. (1997). A Validity Study of an Implicit Phonological Awareness Paradigm. Journal of Speech, Language and Hearing Research,40, 1002-1010
34. Leather, C. V. & Henry, L. A. (1994). Working Memory Span and Phonological Awareness Tasks as Predictors of Early Reading Aability. Journal of Experimental Child Psychology, 58, 88–1.
35. Logie, R. H., & Baddeley, A. D. (1987). Cognitive Processes in Counting. Journal of Experimental Psychology: Learning, Memory & Cognition, 13, 310–326.
36. Melby-Lervåg, M.; Lyster, S.-A. H. & Hulme, C. (2012). Phonological Skills and their Role in Llearning to Read: a Meta-analytic Review. Psychol. Bull, 138, 322–352.

doi: 10.1037/a0026744

37. Moll, K.; Göbel, S. M., & Snowling, M. J. (2015). Basic Number Processing in Children with Specific Learning Disorders: Comorbidity of Reading and Mathematics Disorders. Child neuropsychology, 21(3), 399-417.
38. Mulhearn S, G. K. (1999). Abdominal Muscle Endurance and its Association with Posture and Low Back Pain. An Initial Investigation in Male and Female Elite Gymnastics. Physiotherapy, 85(4), 210-6.
39. Pellicioni, M. S.; Fuchs, L. & Booth, J. R. (2019). Temporo-Frontal Activation during Phonological Processing Predicts Gains in Arithmetic Facts in Young Children. Developmental Cognitive Neuroscience 40, 1007-35.

Available at: www.elsevier.com/locate/dcn

40. Pollack, C., & Ashby, N. C. (2018). Where arithmetic and phonology meet: The Meta-analytic Convergence of Arithmetic and Phonological Processing in the Brain. Developmental cognitive neuroscience, 30, 251-264.
41. Polspoel, B., Peters, L.; Vandermosten, M. & De Smedt, B. (2017). Strategy over Operation: Neural Activation in Subtraction and Multiplication during Fact Retrieval and Procedural Strategy Use in Children. Human brain mapping, 38(9), 4657-4670.
42. Prado, J.; Mutreja, R.; Zhang, H.; Mehta, R.; Desroches, A. S.; Minas, J. E. & Booth, J. R. (2011). Distinct representations of subtraction and multiplication in the neural systems for numerosity and language. Human brain mapping, 32(11), 1932-1947.
43. Saiegh-Haddad, Elinor (2017). What is phonological awareness in L2?. Journal of Neurolinguistics,1-10

Available at: www.elsevier.com/locate/jneuroling

https://doi.org/10.1016/j.jneuroling.2017.11.001

44. Simon, O.; Mangin, J. F.; Cohen, L.; Le Bihan, D. & Dehaene, S. (2002). Topographical Layout of Hand, Eye, Calculation and Language-related Areas in the Human Parietal Lobe. Neuron, 33(3), 475-487.
45. Simmons, F. R.; Singleton, C. & Horne, J. K. (2007). Phonological Awareness and Visual Spatial Sketchpad Functioning Predict Early Arithmetic Attainment: Evidence from a Longitudinal Study. European Journal of Cognitive Psychology, 20, 711–722.

doi: 10.1080/09541440701614922

46. Simmons, F. R. & Singleton, C. (2008). Do Weak Phonological Representations Impact on Arithmetic Development? A Review of Research into Arithmetic and Dyslexia. Dyslexia, 14, 77–94.

doi: 10.1002/dys.341

47. Snowling, M. J. & Melby-Lervåg, M. (2016). Oral Language Deficits in Familial Dyslexia: a Meta-analysis and Review. Psychol. Bull, 142, 498–545.

doi: 10.1037/bul0000037

48. Suggate, S. P. (2016). A Meta-analysis of the Long-term Effects of Phonemic Awareness, Phonics, Fluency and Reading Comprehension Interventions. J. Learn. Disabil. 49, 77–96.

doi: 10.1177/0022219414528540

49. Swanson, H.Lee (2004). Working Memory and Phonological Processing as Predictors of Children’s Mathematical Problem Solving at Different Ages. Memory & Cognition 32 (4), 648‑661.

doi: 10.3758/BF03195856

50. Swanson, H. Lee; Beebe, Margaret & Berge, Franken (2004). The Relationship between Working Memory and Mathematical Problem Solving in Children at Risk and Not at Risk for Serious Math Difficulties. Journal of Educational Psychology Vol. 96, No. 3, 471-491.

doi: 10.1037/0022-0663.96.3.471

51. Temple, E.; Poldrack, R. A.; Salidis, J.; Deutsch, G. K.; Tallal, P.; Merzenich, M. M. & et al. (2001). Disrupted Neural Responses to Phonological and Orthographic Processing in Dyslexic Children: an FMRI Sstudy. Neuroreport 12, 299–307.

doi: 10.1097/00001756-200102120-00024

52. Torgesen, J. K.& ve Wagner, R. K. (1998). Alternative Diagnostic Approches for Specific Developmental Reading Disabilities. Learning Diabilities Research and Practice, 13, 220-232.
53. Vukovic, R. K. & Lesaux, N. K. (2013). The Relationship between Linguistic Skills and Arithmetic Knowledge. Learning and Individual Differences 23, 87–91.

Available at: www.elsevier.com/locate/lindif

http://dx.doi.org/10.1016/j.lindif.2012.10.007

54. Wray, D. (1994). Literacy and Awareness. London: Hodder & Stoughton.