Volume IV Special Issue VII September 2024

Name of Author : Ammar Kareem Jebur, Prof. Jagdesh Joshi

Title of the paper : The Relationship Between Memory and Literacy in English in Iraqi Primary Schools

Abstract: This research investigates the relationship between memory and literacy in English in Iraqi primary schools in Maissan. It is well established that memory and literacy are related, as word learning, decoding, reading comprehension, spelling, and composition require memory of numerous elements. The research also focused upon early childhood Education. The sample of the research consisted of 186 Iraqi children participated in the research. There were 107 males 59.3% and 79 females 43.7% ranging in age from 10 to 12 years old. The statistical evidence is considered within the context of other researchers views, and some implications are discussed. The present research focuses on developing memory skills using alternative pupil-centered pedagogies and addresses the following questions How can we compare the effect on childrens English language learning of two different pedagogic approaches, one focusing on rote learning and the other on aid memoirs Is there any relationship between learning capacity and preferred learning style Is there a relationship between memory and literacy skills in English The researchers noticed that there is an urgent need to improve both initial and ongoing pupil-teacher CPD to exploit alternative approaches to developing memory capacity and foster better literacy skills in both English and Arabic. The results indicated that the global MLCS, verbatim memory score, and rote learning category have a strong relationship with reading attainment, the global reading score is associated with particular memory subcategory scores. Intervention to develop this relationship is recommended. Finally, the research ended up with some conclusions, recommendations, and suggestions for further research.

Keywords : Memory – Literacy – Primary – School – Pupils

DOI :

Page Number : 11-21