Fereshteh Baezzat
Razieh Eizadifard

Introduction: This research aimed to evaluate the effect of phonological awareness training package on reduction of spelling errors in elementary school third grade students with writing disorder in Tehran.Method: Research method was quasi experimental. At first, ۲۰ third-grade students in Tehran who had spelling problems were selected at convenience and administered Wechsler children’s intelligence test and writing disorder test. Then, they were randomly assigned to experimental and control groups. Experimental group received Phonological Awareness Training Package in ۱۳ sessions but control group did not receive any intervention. Later, both groups took post-test and follow-up tests (after ۳ months). Data were analyzed through covariance analysis (ANCOVA).Results: Research findings indicate that spelling errors of the experimental group significantly improved in comparison with the control group.Conclusion: This training package can have permanent effect on learning (after ۳ months) in children. Furthermore, it is recommended that learning disability educators, counselors, and psychologists use this training package to reduce spelling errors in students with writing disorder.

Phonological awareness, Spelling Errors, writing disorder, Student