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Abstract
Developmental dyslexia is defined as an unexpected difficulty in reading in children and adults who otherwise possess the intelligence and motivation considered necessary for accurate and fluent reading and who also have had reasonable reading instruction. It has a prevalence estimated between 5 and 10%.
Many theories have been postulated aiming to highlight the etiological basis of dyslexia, the most developed and supported theory for dyslexia is the phonological deficit theory. Recent trends in the remediation of dyslexia emphasized on the role of phonological awareness training programs which will have a beneficial impact on the reading skills of dyslexic children.
The present study aimed to design and formulate a remediation program of intervention for dyslexic children based on improving phonological awareness using materials appropriate for Arabic speaking children and to apply this program on Egyptian dyslexic children in order to highlight its effectiveness as a therapeutic tool.
This study was conducted on 30 dyslexic children of both sexes in the age range of 6½ - 10½ years enrolled in the grades of elementary schools, recruited from cases attending the unit of Phoniatrics, Faculty of Medicine, Alexandria University. Another group of 30 dyslexic children will be included as a control group; they received no remediation programs during the time of conduction of the study, this was either due to refusal of parents to attend therapy sessions during the school year, or due to long distance and inability to attend sessions during winter.
The developed remediation program was based on improving the phonological awareness for dyslexic children, after the Phonological Awareness Training for Reading Program. (143) . Some modifications were made, and some steps were added to the program to suit the nature of the arabic language, and face the differences between arabic and english orthography.
The program is divided into four sets of activities: The warm-up phase which Includes rhyming activities to help children focus their attention on the sounds in words. Sound blending phase in which children begin the formal training program with activities that teach them to blend individual sounds to make words. Sound segmenting where they then begin the more difficult segmenting activities. Reading and spelling activities take place In the final phase of instruction, where children are taught how to use their phonological awareness skills in reading and spelling.
In the present study there was a significant difference between cases and controls in all test items of the Arabic dyslexia assessment test and the ARI, also there was a significant difference between the scores of the cases pre therapy and post therapy in all test items of the Arabic dyslexia assessment test and the ARI, the difference between the scores of cases pre therapy and post therapy was more marked in younger age groups (group 1 , 2and 3 ) but was less marked for age group 4. This shows the high effectivness of early intervention using the presented training material in the remediation of dyslexia in arabic speaking children .