Association between Phonological and Morphological Awareness and Reading Comprehension among Special-Education Children in Arab Elementary Schools

Autor/in	Bishara, Saied
Titel	Association between Phonological and Morphological Awareness and Reading Comprehension among Special-Education Children in Arab Elementary Schools
Quelle	In: International Journal of Disability, Development and Education, 69 (2022) 4, S.1105-1122 (18 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bishara, Saied)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1034-912X
DOI	10.1080/1034912X.2020.1737319
Schlagwörter	Phonological Awareness; Morphology (Languages); Elementary School Students; Special Education; Arabic; Students with Disabilities; Reading Comprehension; Morphemes; Foreign Countries; Arabs; Correlation; Grade 3; Grade 4; Israel + Suchen Sie Ihr Suchwort? Morphology; Morphologie; Special needs education; Sonderpädagogik; Sonderschulwesen; Arabisch; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Leseverstehen; Morphem; Ausland; Arab; Araber; Korrelation; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04
Abstract	This study examines the link between phonological and morphological awareness and reading comprehension among special-education children who attend self-contained special education classes in regular Arab elementary schools.The three hypotheses were: First, the higher the level of phonological awareness in Arabic among special education learners, the better their reading comprehension level. Similarly, the higher the level of morphological awareness in Arabic among special education learners, the better their reading comprehension level. Third, it is possible to point to a joint effect of a child's phonological awareness and morphological awareness on reading comprehension abilities. This study's findings confirmed all three hypotheses and can subsequently be applied to understanding the processes underlying phonological and morphological awareness. This may be instrumental in discovering methods for promoting literacy and reading comprehension in special education learners. This study may also contribute to development of teacher training programmes that focus on effective methods for raising phonological and morphological awareness, ultimately resulting in improved reading comprehension in special education learners. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01