Developmental Hierarchy of Arabic Phonological Awareness Skills

Autor/in	Tibi, Sana
Titel	Developmental Hierarchy of Arabic Phonological Awareness Skills
Quelle	In: International Journal of Special Education, 25 (2010) 1, S.27-33 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0827-3383
Schlagwörter	Semitic Languages; Language Research; Intervention; Syllables; Phonological Awareness; Phonemic Awareness; Rhyme; Cognitive Processes; Foreign Countries; Reading Achievement; Elementary Education; Comparative Analysis; Statistical Analysis; Phonemes; United Arab Emirates (Abu Dhabi) + Suchen Sie Ihr Suchwort? Arabisch; Hebräisch; Sprachforschung; Silbe; Reim; Cognitive process; Kognitiver Prozess; Ausland; Leseleistung; Elementarunterricht; Statistische Analyse; Fonem
Abstract	Research indicates a strong relationship between phonological awareness and reading success. Phonemic intervention programs clearly show the benefits of explicitly teaching phonological awareness skills. Phonological awareness skills vary in nature and degree of difficulty and appear to follow a developmental progression. This study examined a developmental hierarchy of four Arabic phonological awareness tasks. The participants were 140 native Arabic speaking students from elementary grades one to three. They were administered four different phonological awareness tasks. One-way ANOVA and multiple comparisons were used to analyze the data of the study. The results revealed differences across phonological awareness tasks among different grade levels. Results of this study indicated that the four phonological awareness tasks ranged from easy to difficult in the following; rhyme, initial sound identification, syllable deletion and phoneme segmentation. Significant differences were found in two tasks, identifying the initial sound of the word in favor of grade two and syllable deletion in favor of grade three. However, there were no significant differences in the grade performances regarding the rhyme oddity task and the phoneme segmentation task. This study supports English language research in the sense that there is a hierarchical order behind phonological awareness development. This means that when phonological awareness tasks are trained, they must follow an order. Phonological awareness skills are complicated and place demand on cognitive processes and, therefore, should not be considered randomly. (Contains 2 tables.) (As Provided).
Anmerkungen	International Journal of Special Education. 2889 Highbury Street, Vancouver, BC V6R 3T7, Canada. Web site: http://www.internationaljournalofspecialeducation.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10