investigating phonological awareness in persian-speaking children with phonological disorders

conclusions the results suggested that pa skills in children with phonological disorders are affected by error type. we also found the type of errors that can play a more effective role in pa investigations as compared to pcc. the results also showed that children with cap require special attention. results the cap group showed significant difference with the nd group in alliteration (p = 0.001), rhyme (p = 0.001), identification of words with the same initial phoneme (p = 0.002), and identification of words with the same final phoneme (p = 0.001) [except blending phonemes (p = 0.504)]. though performing more poorly, the delayed group did not show significant difference with nd group (p > 0.05). the icp and nd groups did not show significant difference in pa except in identifying words with the same final phoneme (p = 0.008). the relation between pcc and pa was observed only in the cap group (p = 0.021). background in terms of error patterns, children with phonological disorders (pd) are a heterogeneous population. these children are at risk for phonological awareness (pa) deficits. objectives this study aimed to investigate phonological awareness in persian-speaking children with phonological disorders. patients and methods thirty-six children with pd aged 5 - 6 years were selected by a convenience sampling method during 12 months. children with pd were divided into three groups according to their error patterns. fourteen normally developing (nd) children were selected as the control group. in order to equalize socioeconomic status, nd children were similar to the pd groups based on age, residential area, and mothers’ educational attainments. language, speech sound production, oro-motor, and pa skills were investigated. intra-syllabic and phonological awareness (pa) were compared to investigate pa skills in the four groups. relation between percent consonant correct (pcc) and pa was also investigated in the four groups. fourteen children with phonological delay, 12 children with consistent atypical phonological disorders (cap), and 10 children with inconsistent phonological disorders (icp) formed the pd groups.