Abstract:
The purpose of this study was to determine the effectiveness of the LiPS program in improving phonological awareness skills of bilingual grade1 students having poor phonological awareness knowledge in Arabic and English languages. Specifically, this study aimed at examining the relationship between phonological awareness in Arabic and English language. The sample included 6 bilingual students from grade one from one private school in Beirut. The instrument used to measure student’s level of phonological awareness in English was the Woodcock-Johnson III, Test of Sound Awareness and an adapted Arabic version that was constructed by the researcher to measure student’s phonological awareness levels in Arabic. Results showed that there is a strong relationship between Arabic and English phonological awareness. Results also showed significant improvement of students’ phonological awareness in English; however, no improvement was shown in Arabic phonological awareness after the Lindamood Phonemic Sequencing intervention.
