Abstract
This study explored the relationship between phonological awareness and reading fluency in students with dyslexia in grades 2 and 3. A related purpose was to examine the differences between males and females in their phonological awareness and reading fluency skills. The sample consisted of 41 students (21 boys and 20 girls), aged between 8 and 9 years. The study tools included the phonological awareness test and the reading fluency test. The results of the study showed that there was a significant correlation (r = .44) between the male/female students’ scores on the test of phonological awareness and their reading fluency test scores. Simple linear regression analysis showed that students’ scores on the test of phonological awareness predicted their scores on the test of reading fluency (β = .44, p ˂ .003). The independent-samples t test showed no significant differences between dyslexic male and female students on the phonological awareness and reading fluency tests. The study recommended the necessity of conducting experimental studies to develop phonological awareness and reading fluency skills for students with dyslexia.
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