Phonological working memory as a determinant of the diagnosis of Reading difficulties in primary school students (8-11) years

Abstract

this study aimed to highlight the role of Phonological working memory as a determinant of the diagnosis of reading difficulties, And its role in the acquisition of the child to read, through studying the differences in performance on Phonological working memory among people with reading difficulties and normal readers from primary school pupils aged (8- 11) years. An analytical descriptive Method was used, and three tools were used, which consisted of the diagnostic assessment scale for reading difficulties from Fathi Al-Zayat (2007), reading test, and Phonological working memory test, prepared by researchers. The sample of the study consisted of (59) pupils for whom the study tools were applied; of them (20) pupils with reading difficulties, and (39) pupils from normal readers. the results of statistical treatment using the "t" test for determine the significance of the difference revealed the presence of statistically significant differences between normal readers and those with reading difficulties in performance on the Phonological working memory test for the benefit of normal readers