Author(s)

Baha Makhoul^1,2,3, Elite Olshtain², Raphiq Ibrahim⁴

¹Oranim Academic College of Education, Tivo’n, Israel.
²The NCJW Research Institute for Innovation in Education, Hebrew University, Jerusalem, Israel.
³CET-Center for Educational Technology, Tel-Aviv, Israel.
⁴The Edmond J. Safra Brain Research Center and The Learning Disabilities Department, University of Haifa, Haifa, Israel.

The current study investigated the efficacy of a computerized-tutored intervention program in fostering phonological awareness skills amongst 40 At-linguistic Risk Arab first graders. In addition, it examines the role of the pupils’ motivation on the learning process. For this purpose, the pupils’ achievements were assessed at three points during the program’s activation. When compared to control, the intervention group showed significantly higher phonological awareness related skills at the end of the scholastic year. When considering the role of motivation, high-motivation pupils outperformed low-motivation pupils and depicted greater progress in phonological awareness development when compared to their peers. The study findings point to the effectiveness of the program in fostering phonological awareness skills and the importance of motivation in maximizing its gains. The interactive nature of the program that was operated in a computerized assisted environment was allowed to bypass the complexity imposed by Arabic diglossic nature and properties. The study findings are discussed in relation to its practical and scientific impact: diagnosis and treatment, research, teaching and material development.

Phonological Awareness, Arabic, At-Linguistic Risk, Tutorship, Computerized Environment, Interactive Model

Makhoul, B. , Olshtain, E. and Ibrahim, R. (2015) Fostering Phonological Awareness in a Computerized-Tutored Environment for Arabic Speaking First Graders At-Linguistic Risk. Open Journal of Modern Linguistics, 5, 120-134. doi: 10.4236/ojml.2015.52011.