PERSIAN CUED SPEECH: THE EFFECT ON PHONOLOGICAL COMBINATION AND SEGMENTATION SKILLS OF CHILDREN WITH INTELLECTUAL DISABILITY

  • G. Movallali MS in Audiology, PhD in Psychology, Education of Exceptional Children. Assistant Professor, Pediatric Nero rehabilitation Research Center,University of Social Welfare & Rehabilitation Sciences (USWR),Tehran, Iran
  • M. Shakouri Speech, Language Pathologist & MS in Family Counseling, Islamic Azad University, Science and Research Master Psychology of Exceptional Children in Azarbaijan
  • M. Taheri MS in Psychology, Education of Exceptional Children, Department of Psychology & Education, University of Social Welfare & Rehabilitation Sciences (USWR), Tehran, Iran
  • M. Arefi PhD in Educational Psychology, Assistant Professor of Psychology, Islamic Azad University of Urmia
  • Z. Salehy PhD in Family Counseling, National University of Malaysia (UKM)

Abstract

The aim of this paper was to study the effect of a Persian Cued Speech training program for increasing the phonological combination and segmentation skills of intellectually disabled children. This study was a quasi–experimental study. A convenience sample was selected and divided in two groups, namely an experimental group and a control group (n = 5). The study used the Phonological Awareness Questionnaire as the tool of analysis. The Cued Speech training is a forty 90-minute session program, which was implemented on the experimental group. At the end of the program, they were again assessed with the questionnaire. The findings from the study show the efficacy of our intervention on increasing the Phonological Combination and Segmentation skills (P < 0/10, P < 0/05). Using Cued Speech with the intellectually disabled children can be helpful to develop their pre reading skills such as phonological awareness.

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Published
2015-03-27
How to Cite
Movallali, G., Shakouri, M., Taheri, M., Arefi, M., & Salehy, Z. (2015). PERSIAN CUED SPEECH: THE EFFECT ON PHONOLOGICAL COMBINATION AND SEGMENTATION SKILLS OF CHILDREN WITH INTELLECTUAL DISABILITY. European Scientific Journal, ESJ, 11(8). Retrieved from https://eujournal.org/index.php/esj/article/view/5264