مجلة العلوم الاجتماعية و الانسانية
Volume 16, Numéro 1, Pages 411-421
2026-06-10
"phonological Awareness As A Predictive Indicator Of Spelling Performance Difficulties." Among Fourth-year Primary School Students
Authors : Haoues Hadjer .
Abstract
This study investigates the correlation between phonological awareness and spelling difficulties among fourth-year primary school students. The study adopted a correlational methodology to examine the association between these two (02) variables. A sample of sixty (60) fourth-year primary school students was selected using an intentional sampling method. Two standardized instruments were em-ployed: the Phonological Awareness Scale and the Spelling Difficulties Scale. The key findings reveal a statistically significant negative correlation between phonological awareness and both types of spelling difficulties (visual and audito-ry). Precisely, the results indicate that: there is a statistically significant negative correlation between phonological awareness and visual spelling difficulties, fur-thermore, there is a statistically significant negative correlation between phono-logical awareness and auditory spelling difficulties and alternatively, there is a statistically significant negative correlation between phonological awareness and the overall dimensions of spelling difficulties (visual and auditory combined). These results suggest that as students' phonological awareness increases, their spelling difficulties decrease. The study concludes that phonological awareness is a significant predictor of spelling proficiency and underscores the importance of developing phonological awareness skills as a foundational component of early literacy instruction. Several educational implications and recommendations are discussed.
Keywords
Phonological Awareness, Spelling, Spelling Difficulties, Visual Spelling, Auditory Spelling.
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