شبكة المعلومات العربية التربوية

The study aimed at finding out the effect of Phonological awareness training on the development of verbal reading skills among fourth grade students with learning disabilities within the resource rooms in Gaza. The sample consisted of (23) fourth grade students in the central Amuriya school in the central governorate. In order to achieve the objective of the study, the researcher used the semi-experimental method based on one group. The researcher identified the appropriate verbal reading skills, and an appropriate number of exercises based on Phonological awareness commensurate with the blame the group has taught using Phonological awareness training for approximately nine weeks. After the data were process statistically through the Wilkinson test, the results showed that, there were significant differences the results showed that Phonological awareness training had a significant impact on the development of reading skills. The study presented a number of recommendations, the most important of which are the following: 1) Paying attention to the Phonological awareness of the basic stage students, and training the basic stage teachers on how to build activities and exercises to improve Phonological awareness. 2) Paying attention to the Phonological awareness of the primary stage students studying the source rooms and training the special education teachers on how to build activities and exercises to improve the students' Phonological awareness. 3) Provide the resource rooms with different educational means and the appropriate visual and audio effects to support reading and learning skills. (Author’s abstract)