Arab Educational Information Network

This study aimed to investigate the impact of a learning program based on the direct instruction strategy in the development of phonological awareness skills among a sample of students with dyslexia in the Petra District from the fourth-grade level. The experimental approach with one group design was used. The study members were chosen by the intentional method from Sumaya Bint Al-Khayyat Mixed Secondary School from the Directorate of Petra District. They were applied to the deep dyslexia diagnosis scale. To achieve the objective of the study, a pre- and post-test of phonological awareness skills were built and applied by the researchers. Evidence of validity and reliability was achieved for the scale. A learning program was built based on the direct learning strategy, consisting of (25) sessions. It was applied to the study members in the form of small groups, each group consisting of (4) students. The results indicated that there were statistically significant differences at the significance level (α=0.05) Between the average of the pre- and post-performance of the experimental sample group members in the phonological awareness skills due to the effect of the learning program. The results also indicated that there were no statistically significant differences between the post arithmetic averages, and the consequential arithmetic averages, which indicates the effectiveness of the learning program and the continuity of its impact. The study also concluded with a number of recommendations, the most important of which were conducting more studies that employ direct instruction strategy in improving phonological awareness skills on other subtypes of developmental dyslexia. Also, the programs for preparing special education teachers and resource rooms must include practical raining on applying this strategy. (Published abstract)