تأثیر آموزش حافظه واجی کوتاه‌مدت بر عملکرد املایی دانش‌آموزان دختر پایه سوم ابتدایی

فاطمه نصرتی موموندی

Authors

Fatemeh Nosrati Moomvandi Ph.D. in Linguistics, Science and Research Branch, Islamic Azad University, Tehran, Iran. https://orcid.org/0009-0000-3621-8667

Keywords:

Short, term phonological memory, Spelling performance, Working memory

Abstract

Purpose: This study aimed to determine the effect of short-term phonological memory training on the spelling performance of third-grade female elementary school students.

Methodology: This applied study employed a quasi-experimental pretest–posttest design with a control group. The statistical population consisted of third-grade female students attending public elementary schools in Karaj, Iran. The study sample comprised 40 students selected through multistage cluster sampling and randomly assigned to an experimental group (n=20) and a control group (n=20). The experimental group received a short-term phonological memory training program in ten 45-minute sessions conducted twice weekly, whereas the control group continued the regular school curriculum. The intervention included repetition of words and nonwords, retention and recall of phoneme sequences, auditory memory games, phoneme segmentation and blending, phoneme deletion and substitution, recall of auditory sequences, and the transfer of phonological skills to spelling tasks. Data were collected using a spelling performance test administered at the pretest and posttest stages. After examining the statistical assumptions of normality, homogeneity of variances, and homogeneity of regression slopes, the data were analyzed using analysis of covariance (ANCOVA) in SPSS version 26.

Findings: ANCOVA results indicated that, after controlling for pretest scores, a statistically significant difference existed between the experimental and control groups in posttest spelling performance (F=75.13, p<0.001). The intervention effect size was η²=0.67, indicating a very large effect of short-term phonological memory training on spelling performance, and the statistical power was 1.00. The effect of pretest scores on posttest spelling performance was also statistically significant (F=10.84, p=0.002, η²=0.23).

Conclusion: Short-term phonological memory training can significantly improve spelling performance among third-grade female elementary school students. Accordingly, incorporating phonological memory and phonological-processing exercises into elementary education may provide an effective cognitive-based approach to strengthening students’ writing skills and reducing spelling difficulties.

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