Abstract
This study identified the effectiveness of using a phonological awareness-based instructional program in developing the phonetic sequential-memorization skill among students with learning disabilities in the Aseer region. The study sample consisted of forty students from the third, fourth, fifth, sixth, and seventh grades, selected from schools in the Directorate of Education in the Aseer region. The special education teacher diagnosed the sample as students with learning disabilities. The study used the quasi-experimental methodology and divided the sample into two groups, an experimental group, and a control group. After applying for the instructional program, the results showed that the experimental group outperformed the control group in acquiring the phonetic sequential-memorization skill. The results showed no statistically significant differences in the phonetic sequential-memorization skill due to the difference in grade. It is concluded that the instructional program has a continuing effect in developing the phonetic sequential-memorization skill among students with learning disabilities in the Aseer region.