Language Predictors of Word Reading in Bilingual English-Arabic Children

Autor/inn/en	Farran, Lama K.; Bingham, Gary; Matthews, Mona
Titel	Language Predictors of Word Reading in Bilingual English-Arabic Children
Quelle	In: Arab Journal of Applied Linguistics, 2 (2016) 1, S.91-116 (26 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2490-4198
Schlagwörter	Reading Fluency; Bilingualism; Accuracy; Phonology; Morphology (Languages); Predictor Variables; Vocabulary Development; Teaching Methods; Semitic Languages; Prediction; English (Second Language); Second Language Learning; Charter Schools; Elementary School Students; Grade 3; Grade 4; Grade 5; Language Tests; Second Language Instruction + Suchen Sie Ihr Suchwort? Bilingualismus; Fonologie; Morphology; Morphologie; Prädiktor; Wortschatzarbeit; Teaching method; Lehrmethode; Unterrichtsmethode; Arabisch; Hebräisch; Vorhersage; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Charter school; Charter-Schule; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Language test; Sprachtest; Fremdsprachenunterricht
Abstract	Word reading fluency and word reading accuracy play a critical role in reading development (Perfetti, 1985; Stanovich, 1986) and are related to multiple language components such as phonological, morphological, and vocabulary skills in monolingual children. Our knowledge about this relation remains limited in bilingual children, however. This study investigates language predictors of word reading fluency and word reading accuracy in bilingual English-Arabic children. We conducted hierarchical regression analyses to examine the relation among phonology, morphology, vocabulary, word reading accuracy, and word reading fluency. Results revealed that Arabic language components differentially predicted Arabic word reading accuracy and Arabic word reading fluency. These findings lend support for the extended triangle model of reading (Bishop & Snowling, 2004), which highlights the paramount role of multiple components of language in reading development. Implications for research and pedagogy are presented. (As Provided).
Anmerkungen	Faculty of Human and Social Sciences of Tunis, Tunisia. 94 BD du 9 Avril Tunis 1007, Tunisia. Tel: 216-71564797; Fax: 216-567551; Web site: http://www.arjals.com/ojs/index.php/Arjals2016
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01