Correlation between Phonological and Morphological Awareness and the Reading of Punctuated and Non-Punctuated Words in Arabic as First Language and Hebrew as Second Language

Autor/inn/en	Bishara, Saied; Weiss, Itzhak
Titel	Correlation between Phonological and Morphological Awareness and the Reading of Punctuated and Non-Punctuated Words in Arabic as First Language and Hebrew as Second Language
Quelle	In: Cogent Education, 4 (2017) 1, Artikel 1322028 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bishara, Saied)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2331-186X
DOI	10.1080/2331186X.2017.1322028
Schlagwörter	Semitic Languages; Correlation; Phonological Awareness; Morphology (Languages); Reading Skills; Second Language Learning; Native Language; Grade 4; Decoding (Reading); Hypothesis Testing; Accuracy; Reading Rate; Punctuation; Elementary School Students; Statistical Analysis; Foreign Countries; Israel + Suchen Sie Ihr Suchwort? Arabisch; Hebräisch; Korrelation; Morphology; Morphologie; Reading skill; Lesefertigkeit; Zweitsprachenerwerb; School year 04; 4. Schuljahr; Schuljahr 04; Dekodierung; Hypothesenprüfung; Hypothesentest; Reading readiness; Reading speed; Lesegeschwindigkeit; Interpunktion; Statistische Analyse; Ausland
Abstract	Phonological and morphological awareness and its correlation with reading punctuated and non-punctuated words in Arabic as a first language were examined, as well as its transfer to Hebrew as a second language. Research participants were 30 fourth grade pupils. Phonological awareness was examined by phonological decoding of actual and meaningless words. Morphological awareness was examined by morphological production and distinguishing morphological relationships. Participants read punctuated, non-punctuated, and meaningless words. Findings supported hypotheses: phonological awareness and reading words in Arabic positively correlated with phonological awareness and reading words in Hebrew and morphological awareness in both languages correlated with accuracy and speed of reading punctuated and non-punctuated words in Hebrew. Research findings have practical implications for the reading curriculum in both languages. (As Provided).
Anmerkungen	Cogent OA. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01