Effect of Cognitive Strategies on Enhancing Phonemic Awareness of Children with Dyslexia

Abstract

Children with dyslexia experience a range of problems that are associated with literacy and sometimes numeracy. Such difficulties permeate their learning, and some students leave school with minimal qualifications. Contrary to the praxis in education where labeling is intentionally avoided, the label of dyslexia has been used to support affected learners, secure resources, provide specialist teaching, and award access arrangements. Cognitive strategy can improve the reader’s comprehension if the information conveyed in the text matches the general knowledge of the reader. Phonemes are the smallest units, including spoken language. Phonemes combine to form syllables and words. Acquiring phonemic awareness is significant because it is the foundation for spelling and word recognition skills. Phonemic awareness is one of the best predictors of how healthy children will acquire to read during the first two years of school instruction. The present study aimed at investigating the dyslexic children of primary school. The sample consisted of 65 dyslexic children from 4th standard primary schools located in the Coimbatore district. The results revealed a significant difference between pre-test and post-test of phonemic awareness of Reading comprehension of children with dyslexia.