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Autor/inn/en | Layes, Smail; Lalonde, Robert; Rebai, Mohamed |
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Titel | Visuo-Spatial Abilities and Phonological Awareness as Predictors of Reading Accuracy in Arabic Children with and without Dyslexia |
Quelle | In: International Journal of Disability, Development and Education, 70 (2023) 6, S.1024-1040 (17 Seiten)
PDF als Volltext |
Zusatzinformation | ORCID (Layes, Smail) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1034-912X |
DOI | 10.1080/1034912X.2021.1952936 |
Schlagwörter | Spatial Ability; Visual Perception; Phonological Awareness; Prediction; Accuracy; Reading Skills; Arabic; Dyslexia; Attention; Short Term Memory; Elementary School Students; Grade 4; Grade 5 |
Abstract | Although the link between developmental dyslexia and visual-spatial deficit has been recurrently highlighted, the relationship between visual-spatial abilities and reading performance is still a controversial issue, considering the orthographic variability of the language being learned. This study aimed to examine whether visuo-spatial abilities (i.e. attention, short-term memory, and relations) contribute significantly to predicting word and pseudo-word reading independently of phonological awareness in Arabic speaking children in grades 4 and 5. An inter-groups comparison between two groups of readers comprising typical readers (n = 44) and children with dyslexia (n = 32). All participants were tested in phonological (phonological awareness) and visuo-spatial measures (visual short-term memory test, visuo-spatial attention, and visuo-spatial relations). Results showed that typical readers outperformed the group of dyslexics in all the phonological and visuo-spatial measures. Visuo-spatial abilities were also a contributing factor in predicting word reading after controlling for phonological awareness, age, and non-verbal reasoning. Findings indicate that vowelised word reading in Arabic is heavily underpinned by phonological awareness and visuo-spatial abilities, found to be impaired in a group with dyslexia. Findings are viewed in the frame that reveals the integrated roles of phonological awareness and visual and spatial abilities in reading development. (As Provided). |
Anmerkungen | Routledge. 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 | 2024/1/01 |