Reading in Arabic: How Well Does the Standard Model Apply?

Autor/inn/en	Tibi, Sana; Kirby, John R.
Titel	Reading in Arabic: How Well Does the Standard Model Apply?
Quelle	In: Journal of Speech, Language, and Hearing Research, 62 (2019) 4, S.993-1014 (22 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1092-4388
Schlagwörter	Semitic Languages; Grade 3; Vocabulary; Phonological Awareness; Reading Rate; Reading Processes; Morphology (Languages); Memory; Nonverbal Ability; Reading Skills; Phoneme Grapheme Correspondence; Predictor Variables; Decoding (Reading); Elementary School Students + Suchen Sie Ihr Suchwort? Arabisch; Hebräisch; School year 03; 3. Schuljahr; Schuljahr 03; Wortschatz; Reading readiness; Reading speed; Lesegeschwindigkeit; Leseprozess; Morphology; Morphologie; Gedächtnis; Reading skill; Lesefertigkeit; Prädiktor; Dekodierung
Abstract	Purpose: We investigated the cognitive and linguistic processes that underlie reading in Arabic in relation to a well-defined theoretical framework of reading and the factors that underlie reading. Method: The sample was 201 (101 boys, 100 girls) 3rd-grade Arabic-speaking children. Children were administered measures of Vocabulary, Phonological Awareness (PA), Naming Speed, Orthographic Processing, Morphological Awareness (MA), Memory, Nonverbal Ability, and 5 reading outcomes. Hierarchical regression analyses were conducted for each of the 5 reading outcomes to investigate the predictors of children's reading. Results: Each of the constructs explained unique variance when added to the model. In the final models, PA was the strongest predictor of all outcomes, followed by MA. In a follow-up analysis, participants were divided into good and poor decoders, based on their Pseudoword Reading scores. Good decoders outscored poor decoders on every measure. Within-group regression analyses indicated that poor decoders relied on more component processes than good decoders, suggesting a lack of automaticity. Variance in reading outcomes was better predicted for poor decoders than for good decoders. Conclusion: These results indicate that standard predictors apply well to Arabic, showing the particular importance of PA and MA. Longitudinal and instructional studies are required to determine developmental patterns and ways to improve reading performance. (As Provided).
Anmerkungen	American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 301-296-5700; Fax: 301-296-8580; e-mail: slhr@asha.org; Web site: http://jslhr.pubs.asha.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01