The Different Linguistic Profiles in Arabic Speaking Kindergarteners and Relation to Emergent Literacy

Autor/inn/en	Mansour-Adwan, Jasmeen; Khateb, Asaid; Shalhoub-Awwad, Yasmin; Cohen-Mimran, Ravit
Titel	The Different Linguistic Profiles in Arabic Speaking Kindergarteners and Relation to Emergent Literacy
Quelle	In: Reading and Writing: An Interdisciplinary Journal, 36 (2023) 10, S.2577-2603 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mansour-Adwan, Jasmeen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0922-4777
DOI	10.1007/s11145-022-10400-4
Schlagwörter	Profiles; Arabic; Kindergarten; Preschool Children; Emergent Literacy; Phonological Awareness; Morphology (Languages); Syntax; Vocabulary + Suchen Sie Ihr Suchwort? Charakterisierung; Profilanalyse; Arabisch; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Frühleseunterricht; Morphology; Morphologie; Wortschatz
Abstract	Exploring the relationships between different linguistic skills is essential for linguistics and interventional studies on language disorders. This study aimed to investigate the relationship between phonological skills, non-phonological skills (including vocabulary, morphological and syntax awareness), and basic literacy ability (including letter naming and word recognition) in Arabic before the start of formal reading. A large sample of 1160 Arabic-speaking children in kindergartens performed a battery of tasks tapping phonological awareness (PA), morphology, syntax, and vocabulary. Factor analysis based on the whole sample was conducted to classify these tasks. Different profiles were constituted and compared across linguistic and literacy tasks using non-parametric statistics. The analyses presented in this study showed a clear distinction between PA and non-phonological tasks. Based on this classification, four profiles were constituted: poor language (P[subscript L]), poor phonology (P[subscript Ph]), poor language and poor phonology (P[subscript L]P[subscript Ph]), and typical language and typical phonology (T[subscript L]T[subscript Ph]). Profiles' comparison revealed that both phonological and non-phonological tasks were crucial for literacy development in the preschool years. These results are discussed theoretically and practically. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01