الفهرس 
Chapter one: The Problem and Its SignificanceOnly 14 pages are availabe for public view
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Abstract
The present study was conducted to investigate the effectiveness of using some instructional activities in developing 5th graders phonological awareness and loud reading. The sample consisted of ninety pupils; they were chosen randomly and divided into two groups with forty five pupils in each; a control group and an experimental group. Tools of the study included phonological awareness manual (Teacher’s Book and Pupil’s Handout), a phonological awareness test and loud reading test. All the tools were built by the researcher and judged by highly qualified TEFL experts. The experiment lasted for eleven weeks. The study adopted the pre-post control group design. The two groups were pre-tested using the assessment tools of the study. Then, the control group was taught following the procedures in the teacher’s guide prescribed by The Ministry of Education while the experimental group was taught using phonological awareness instructional activities. The two groups were post-tested using the same assessment tools. Results of the t-test revealed that phonological awareness instructional activities were more effective in developing both phonological awareness and loud reading as the mean-scores of the experimental group were significantly higher than the mean-scores of the control group on the post-testing. Some recommendations and suggestion for further research were presented.