Mahdieh Sarshar; Farzaneh Mikaeily Manee
Abstract
Target comparison of phonological awareness of language literacy in monolingual, bilingual and trilingual children ranged in age from 7 to 9 years. The research design was causal-comparative (post-event) and cross-sectional. The statistical population consisted of boys from 7 to 9 years old in public ...
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Target comparison of phonological awareness of language literacy in monolingual, bilingual and trilingual children ranged in age from 7 to 9 years. The research design was causal-comparative (post-event) and cross-sectional. The statistical population consisted of boys from 7 to 9 years old in public schools in Tehran and Urmia city in the academic year of 2018-2019. The sample was selected by the method available and target, 40 individuals were selected for each language. Data with phonological awareness test checklist Mekaeili Manih (2003) collect and analyezed with Covariance test and Results showed that between monolingual, bilingual and trilingual childrens, recognize words with prime sound composition, recognize words with end-to-end voice classification, rhyme detection, phonological segmentation, naming and deleting the initial phoneme, remove the middle phoneme, naming and deleting the final phoneme, the phonetic composition of the word, syllable composition and there is a difference in the total score of phonological awareness and trilingual and bilingual children performed better in all areas (0/05). It is concluded that the increase of educational languages along with the students' mother languages strengthens phonological awareness.
