Background and Purpose: Since students with dyslexia have difficulty phonological awareness and have lower self-esteem, the purpose of this study was to investigate the effect of phonological awareness on improving reading and self-esteem among these students.
Method: The research method was semi-experimental with pre-test-post-test design and control group. The statistical population consisted of all dyslexic students who referred to the center of learning disorder in the city of Gorgan, 30 of whom were selected by convenience sampling and were equally placed in two experimental and control groups. The research tools are Nama reading test (Koromi Nouri & Moradi, 2008) and self-esteem inventory (Pop, 1999). The experimental group was trained phonological awareness for 8 sessions of 60 minutes, while the control group did not receive such training. Data were analyzed using covariance analysis
Results: The results of this study showed that phonological awareness training has a significant effect on reading words, understanding words, recognizing rhyme, deleting vocals, and reading pseudo-words, and increasing reading skills in dyslexic students. Also, this training significantly increased the self-esteem of students with dyslexia (p<0.01).
Conclusion: Based on the results of this study, it can be concluded that phonological awareness training has a significant effect on improving reading skills, educational quality and increasing academic positive feeling of dyslexia.