This study aimed at identifying the effectiveness of using a phonological awareness-based instructional program in developing the phonetic sequential-memorization skill among students with learning disabilities in the Aseer region. The study sample consisted of forty students from the third, fourth, fifth, sixth, and seventh grades, selected from schools in the Directorate of Education in the Aseer region. The sample was diagnosed by the special education teacher as having learning disabilities. The study used the quasi-experimental methodology and divided the sample into an experimental group and a control group. After applying the instructional program, the results showed that the experimental group outperformed the control group in acquiring the phonetic sequential-memorization skill. The results showed no statistically significant differences in the phonetic sequential-memorization skill due to the difference of grade. It is concluded that the instructional program has a continuing effect in developing the phonetic sequential-memorization skill among students with learning disabilities in the Aseer region.

中文翻译：

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向学习障碍学生教授语音意识的问题

本研究旨在确定使用基于语音意识的教学计划在开发 Aseer 地区有学习障碍的学生的语音顺序记忆技能方面的有效性。研究样本由来自 Aseer 地区教育局学校的 40 名三年级、四年级、五年级、六年级和七年级学生组成。该样本被特殊教育老师诊断为有学习障碍。该研究采用准实验方法，将样本分为实验组和对照组。应用教学方案后，结果表明，实验组在语音顺序记忆技能的获得上优于对照组。结果表明，由于年级的不同，语音顺序记忆技能的差异无统计学意义。得出的结论是，该教学计划对发展 Aseer 地区有学习障碍的学生的语音顺序记忆技能具有持续的影响。