Effect of an Arabic Program of Direct Instruction for Phonological Awareness on Phonological Awareness Abilities

Autor/inn/en	Elhoweris, Hala; Alsheikh, Negmeldin; Al Mekhlafi, Abdurrahman; Alhosani, Najwa; Alzyoudi, Mohammad
Titel	Effect of an Arabic Program of Direct Instruction for Phonological Awareness on Phonological Awareness Abilities
Quelle	In: Exceptionality Education International, 27 (2017) 2, S.110-124 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1918-5227
Schlagwörter	Foreign Countries; Elementary School Students; Primary Education; Grade 1; Reading Instruction; Semitic Languages; Phonological Awareness; Direct Instruction; Reading Ability; Intervention; Reading Improvement; Outcomes of Education; Reading Tests; Pretests Posttests; Scores; Statistical Analysis; United Arab Emirates + Suchen Sie Ihr Suchwort? Ausland; Primarbereich; School year 01; 1. Schuljahr; Schuljahr 01; Leseunterricht; Arabisch; Hebräisch; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Reading competence; Lesekompetenz; Lernleistung; Schulerfolg; Lesetest; Statistische Analyse; Vereinigte Arabische Emirate
Abstract	Reading in Arabic is a vital skill for academic success and progress in the United Arab Emirates (UAE) elementary schools and beyond. However, there is substantial evidence to suggest that a significant number of UAE children in lower elementary grades experience difficulties in reading school-related materials. Research in reading has clearly documented that the lack of phonological awareness skills is a major contributor to reading difficulties. The aims of the present study were to (a) identify phonological awareness deficits among UAE's struggling first-grade readers, (b) provide intervention in the area of phonological awareness deficits through direct training, (c) determine whether phonological awareness direct training significantly increases phonological awareness abilities, and (d) determine the effect of gender on the reading intervention. The results of this study indicate that a direct training intervention program in the UAE positively impacted struggling first-grade readers' phonological awareness abilities. (As Provided).
Anmerkungen	Exceptionality Education International. University of Alberta, Department of Educational Psychology, 6-102 Education North, Edmonton, AB T6G 2G5, Canada. Tel: 780-492-0800; Fax: 780-492-1318; e-mail: eecj@ualberta.ca; Web site: http://ir.lib.uwo.ca/eei/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01