Abstract
Phonological awareness and letter knowledge are essential elements needed for a person to be able to read and this includes the reading of the Quran. This study examined and explored the role of phonological awareness and letter knowledge, via A-ba-ha-ta method for teaching to read and write the Qurʾan. A-ba-ha-ta is a fast method to teach reading the Quran that uses a compilation of books structured aiming to instil the Quranic reading knowledge in 30 hours. Six students from different backgrounds took part in this case study. Their reading achievements were investigated based on the teaching for 30 hours within the duration of three weeks, three months and 1 year. The findings show that the students performed best when A-ba-ha-ta method was taught within the period of 3 months in an informal home setting. This is followed by the students taught within 1 year in a school setting and lastly the ones taught within three weeks in an informal school setting. Based on the findings, students who were taught with the A-ba-ha-ta method for three months’ period performed better in the assessment compared to those taught within three weeks and 1 year. Additionally, students who were taught within 1 year performed better in the assessment compared to those within three weeks.
The Role of Phonological Awareness and Rapid Automatized Naming in the Prediction of Reading Difficulties in Portuguese
