Shahid Beheshti University Applied Psychology 2008-4331 19 2 2025 06 22 Effect of a Phonological Working Memory Reading Program on Phonological Awareness in Dyslexic Children Effect of a Phonological Working Memory Reading Program on Phonological Awareness in Dyslexic Children 103 126 105677 10.48308/apsy.2025.237763.1732 FA Elmira Mosafer M.A. in Psychology and Education of Exceptional Children, Shiraz University, Shiraz, Iran. 0009-0001-2839-3817 Somayeh Sadat Sadati Firoozabadi Assistant Professor, Department of Special Education, Shiraz University, Shiraz, Iran. 0000-0002-3050-2410 Journal Article 2024 11 29 <strong><em>Aim:</em></strong> This study aimed to assess the effectiveness of a reading intervention based on phonological working memory (phonological loop) in enhancing phonological awareness in children with dyslexia.<br /><br /><strong><em>Method:</em></strong> A quasi-experimental pretest-posttest-follow-up design was conducted with 40 students (grades 1–3) in Isfahan, randomly assigned to experimental and control groups. The intervention included 8 sessions. Instruments included the Reading Disorder Diagnostic Test (Karami, 2019), Raven’s Matrices (1938), and Phonological Awareness Test (Soleimani et al., 2005).<br /><br /><strong><em>Results:</em></strong> ANCOVA showed significant improvement in phonological awareness in the experimental group (p < 0.05). No such change was found in the control group.<br /><br /><strong><em>Conclusion:</em></strong> Phonological working memory-based reading programs are effective in improving phonological awareness in dyslexic children. <strong><em>Aim:</em></strong> This study aimed to assess the effectiveness of a reading intervention based on phonological working memory (phonological loop) in enhancing phonological awareness in children with dyslexia.<br /><br /><strong><em>Method:</em></strong> A quasi-experimental pretest-posttest-follow-up design was conducted with 40 students (grades 1–3) in Isfahan, randomly assigned to experimental and control groups. The intervention included 8 sessions. Instruments included the Reading Disorder Diagnostic Test (Karami, 2019), Raven’s Matrices (1938), and Phonological Awareness Test (Soleimani et al., 2005).<br /><br /><strong><em>Results:</em></strong> ANCOVA showed significant improvement in phonological awareness in the experimental group (p < 0.05). No such change was found in the control group.<br /><br /><strong><em>Conclusion:</em></strong> Phonological working memory-based reading programs are effective in improving phonological awareness in dyslexic children. https://apsy.sbu.ac.ir/article_105677_f8ed0421db48c9e8f95b6907112b3e53.pdf