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| Autor/inn/en | Saiegh-Haddad, Elinor; Haj, Lina |
|---|---|
| Titel | Does Phonological Distance Impact Quality of Phonological Representations? Evidence from Arabic Diglossia |
| Quelle | In: Journal of Child Language, 45 (2018) 6, S.1377-1399 (23 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0305-0009 |
| Schlagwörter | Semitic Languages; Phonology; Phonological Awareness; Kindergarten; Grade 1; Grade 2; Grade 6; Children; Pronunciation; Dialects; Age Differences |
| Abstract | The study tested the impact of the phonological distance between Spoken Arabic (SpA) and Standard Arabic (StA) on quality of phonological representations among kindergarten, first-, second-, and sixth-grade Arabic-speaking children (N = 120). A pronunciation accuracy judgment task targeted three types of StA words that varied in extent of phonological distance from their form in SpA: (a) identical words, with an identical lexical-phonological form in StA and SpA; (b) cognate words, with partially overlapping phonological forms; items in this category varied in degree of phonological distance too; and (c) unique words with entirely different lexical-phonological forms. Multilevel Regression analysis showed that phonological distance had a significant impact on quality of phonological representations across all grades. Growth in quality of phonological representations was mainly noted between the three younger groups and the sixth-graders. Implications for the impact of phonological distance on phonological representations and on language and literacy development are discussed. (As Provided). |
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| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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