University of Sistan and Baluchestan Journal of Educational Psychology Studies 2228-6683 20 49 2023 03 21 The Effectiveness of the Multimedia Phonological Awareness Program on The Reading Skill of students with borderline intellectual functioning in The First Grade The Effectiveness of the Multimedia Phonological Awareness Program on The Reading Skill of students with borderline intellectual functioning in The First Grade 80 65 7705 10.22111/jeps.2023.43821.5222 FA Samira Saeidi Exceptional teacher, Exceptional Education Organization Saeid Hassanzade Associate Professor Sogand Ghasemzadeh University of Tehran Journal Article 2022 10 26 The purpose of the present study was to determine the effectiveness of the multimedia phonological awareness program on the reading skill of students with borderline intellectual functioning in the first grade. In this research, which was carried out as single-subject research and as baseline approach, the statistical population included students with borderline intellectual functioning of the first grade in Tehran. Among them, two female students with borderline intellectual functioning were selected by purposive sampling. One of these students had reading problems and the other had none. Then, the phonological awareness program was performed for them during 12 sessions of 45 minutes. Additionally, the subjects were evaluated in three stages with the Reading and Dyslexia test (NEMA). The results obtained from the visual analysis of the data and the effect size index indicated that the performance of both subjects in the subscales of the reading skill increased significantly in the intervention stage compared to the baseline stage. Therefore, it seems that the multimedia phonological awareness program is effective in increasing the reading skill of students with borderline intellectual functioning in the first grade. The purpose of the present study was to determine the effectiveness of the multimedia phonological awareness program on the reading skill of students with borderline intellectual functioning in the first grade. In this research, which was carried out as single-subject research and as baseline approach, the statistical population included students with borderline intellectual functioning of the first grade in Tehran. Among them, two female students with borderline intellectual functioning were selected by purposive sampling. One of these students had reading problems and the other had none. Then, the phonological awareness program was performed for them during 12 sessions of 45 minutes. Additionally, the subjects were evaluated in three stages with the Reading and Dyslexia test (NEMA). The results obtained from the visual analysis of the data and the effect size index indicated that the performance of both subjects in the subscales of the reading skill increased significantly in the intervention stage compared to the baseline stage. Therefore, it seems that the multimedia phonological awareness program is effective in increasing the reading skill of students with borderline intellectual functioning in the first grade. https://jeps.usb.ac.ir/article_7705_0acfd8dcfe3abfabc3ffb20bf1b927a1.pdf