Literacy acquisition: A developmental study of phonological awareness, orthographic knowledge and working memory.

Abstract

This study generally endeavoured to explore the development of literacy acquisition in Persian first language learners. To achieve this goal, the study did not focus on a narrow range of variables. There was a strong need for multivariate research taking into consideration phonological awareness, orthographic knowledge and working memory. The study comprised five phases. Phase One addressed the interrelation and development of two levels of phonological awareness: syllable awareness and phoneme awareness. Phase Two focused on the interrelation and development of various levels of orthographic knowledge including alphabetic knowledge, reading words, reading nonwords, spelling words, spelling nonwords, orthographic choice as well as the use of analogy and phonology in reading and spelling of nonwords. An attempt was made in Phase Three to examine the development of working memory. In Phase Four, the interrelation and contribution of phonological awareness, orthographic knowledge and working memory to reading and spelling achievement were surveyed jointly and individually. In the final phase, Phase Five, the factoring of all variables together and their functions in group distinction were determined. The sample consisted of 156 Persian-speaking students: 21 kindergartners, 121 elementary students enrolled in Grades one to five, and 14 undergraduate university students. This study offers several suggestions for further research and important educational implications for teachers, material developers as well as test and curriculum designers working with Persian language learners. (Abstract shortened by UMI.)