When Diglossia Meets Dyslexia: The Effect of Diglossia on Voweled and Unvoweled Word Reading among Native Arabic-Speaking Dyslexic Children

Autor/inn/en	Schiff, Rachel; Saiegh-Haddad, Elinor
Titel	When Diglossia Meets Dyslexia: The Effect of Diglossia on Voweled and Unvoweled Word Reading among Native Arabic-Speaking Dyslexic Children
Quelle	In: Reading and Writing: An Interdisciplinary Journal, 30 (2017) 5, S.1089-1113 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0922-4777
DOI	10.1007/s11145-016-9713-1
Schlagwörter	Semitic Languages; Language Variation; Reading Processes; Oral Language; Standard Spoken Usage; Dyslexia; Elementary School Students; Reading Fluency; Dialects; Reading Ability; Role; Vowels; Comparative Analysis; Control Groups; Prediction; Native Language; Grade 6 + Suchen Sie Ihr Suchwort? Arabisch; Hebräisch; Sprachenvielfalt; Leseprozess; Oral interpretation; Mündlicher Sprachgebrauch; Gesprochene Sprache; Umgangssprache; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Dialect; Dialekt; Reading competence; Lesekompetenz; Rollen; Vorhersage; School year 06; 6. Schuljahr; Schuljahr 06
Abstract	Native Arabic speakers read in a language variety that is different from the one they use for everyday speech. The aim of the present study was: (1) to examine Spoken Arabic (SpA) and Standard Arabic (StA) voweled and unvoweled word reading among native-speaking sixth graders with developmental dyslexia; and (2) to determine whether SpA reading ability among children with dyslexia predicts StA reading fluency in the two orthographies: voweled and unvoweled. A comparison was made to three age groups of typically developing children: a group matched by chronological age, a group of children who are two years younger, and a group of children who are 4 years younger. Findings show that diglossia has a strong impact on reading ability in dyslexic children. Moreover, vowelization plays a pivotal role in the reading ability of Arabic-speaking children with dyslexia in both SpA and StA. This role is evident in the different performance patterns of dyslexic participants as compared with controls on word-reading accuracy and fluency for SpA versus StA. Finally, StA word-reading fluency appears to depend on and to be reliably and powerfully predicted by SpA word-level reading ability. These results underscore the role of diglossia and vowelization in the manifestation of dyslexia in Arabic-speaking children. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01