Volume 5, Issue 2 (June 2026)
IJER 2026, 5(2): 0-0 |
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Hoseinpour F, Hajializadeh K, Samavi S A, Amirfakhraee A. (2026). The Effectiveness of an Auditory Processing and Phonological Awareness Program on the Writing Skills of Students with Borderline Intelligence. IJER. 5(2),
URL: http://ijer.hormozgan.ac.ir/article-1-550-en.html
URL: http://ijer.hormozgan.ac.ir/article-1-550-en.html
1- PhD student, Department of Psychology, BA.C., Islamic Azad University, Bandar Abbas, Iran
2- Associate Professor, Department of Psychology, BA.C., Islamic Azad University, Bandar Abbas, Iran ,hajializadehk@iau.ac.ir
3- Assistant Professor, Department of Psychology, BL.C., Islamic Azad University, Bandar Lengeh, Iran
4- Associate Professor, Department of Psychology, BA.C., Islamic Azad University, Bandar Abbas, Iran
2- Associate Professor, Department of Psychology, BA.C., Islamic Azad University, Bandar Abbas, Iran ,
3- Assistant Professor, Department of Psychology, BL.C., Islamic Azad University, Bandar Lengeh, Iran
4- Associate Professor, Department of Psychology, BA.C., Islamic Azad University, Bandar Abbas, Iran
Abstract: (354 Views)
Objective: The present study was conducted to investigate the effectiveness of an auditory processing and phonological awareness training program on the writing skills of students with borderline intelligence.
Methods: This study employed a quasi‑experimental design with a pretest–posttest control group. The statistical population consisted of elementary school students with borderline intelligence in Larestan County. Thirty students were selected through convenience sampling from comprehensive assessment centers and were randomly assigned to experimental and control groups. A spelling pretest was administered to both groups. The auditory processing and phonological awareness training program was then implemented for the experimental group over 30 sessions across seven weeks, delivered both individually and in groups. After completion of the sessions, a posttest was administered to both groups. Data analysis was performed using repeated‑measures ANOVA.
Results: The results of the ANOVA indicated significant differences between the mean writing scores of the experimental and control groups, as well as between the mean scores across the three time points (pretest, posttest, and follow‑up). These findings demonstrate the positive effect of the intervention program on writing performance.
Conclusions: The results showed that the auditory processing and phonological awareness training program led to significant improvement in the spelling performance of students with borderline intelligence.
Methods: This study employed a quasi‑experimental design with a pretest–posttest control group. The statistical population consisted of elementary school students with borderline intelligence in Larestan County. Thirty students were selected through convenience sampling from comprehensive assessment centers and were randomly assigned to experimental and control groups. A spelling pretest was administered to both groups. The auditory processing and phonological awareness training program was then implemented for the experimental group over 30 sessions across seven weeks, delivered both individually and in groups. After completion of the sessions, a posttest was administered to both groups. Data analysis was performed using repeated‑measures ANOVA.
Results: The results of the ANOVA indicated significant differences between the mean writing scores of the experimental and control groups, as well as between the mean scores across the three time points (pretest, posttest, and follow‑up). These findings demonstrate the positive effect of the intervention program on writing performance.
Conclusions: The results showed that the auditory processing and phonological awareness training program led to significant improvement in the spelling performance of students with borderline intelligence.
Keywords: Students with borderline intelligence, Auditory processing, Phonological awareness, Writing skills
Type of Study: Original |
Subject:
Educational Psychology
Received: 2025/11/22 | Accepted: 2026/02/24 | Published: 2026/06/1
Received: 2025/11/22 | Accepted: 2026/02/24 | Published: 2026/06/1
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