Abstract:
This study aims to find the effectiveness of a training program, based on phonological awareness skills, on developing continuous listening recall skill among students with learning disabilities in Aseer area. The sample of the study consisted of forty students, from the 3^rd, 4^th, 5^th, and 6^th grades, who are identified with learning disability, within the schools of Aseer area - Department of Education. A semi-experimental design was used.  Results showed significant statistical differences in the auditory-sequencing memorization skills between the means of control and experimental groups on the post-test, in favor of the experimental group, there were no significant statistical differences in the auditory-sequencing memorization skills that could be ascribed to classroom grade variable.  Results also showed the continuous impact of the phonological awareness development program on developing auditory-sequencing memorization skill among learning disability students in Aseer area.