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Autor/inAbu-Rabia, Salim
TitelThe Role of Morphology and Short Vowelization in Reading Arabic among Normal and Dyslexic Readers in Grades 3, 6, 9, and 12
QuelleIn: Journal of Psycholinguistic Research, 36 (2007) 2, S.89-106 (18 Seiten)
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN0090-6905
DOI10.1007/s10936-006-9035-6
SchlagwörterSemitic Languages; Reading Comprehension; Spelling; Morphology (Languages); Grade 3; Vowels; Grade 6; Grade 9; Grade 12; Syntax; Phonology; Dyslexia; Measures (Individuals); Statistical Analysis; Regression (Statistics); Reading Processes
AbstractThis study was an investigation of several Arabic reading measures among dyslexics and normal Arabic readers across different ages (grades 3, 6, 9, and 12): the role of morphology, short vowelization (phonological and syntactic skills), spelling, reading isolated words, and reading comprehension. The results of the one-way ANOVAs indicated clear differences between the dyslexic readers and the normal readers on all reading measures. However, the stepwise regression analysis revealed consistent "orthographic" results: morphology (identification and/or production) and spelling were generally the most powerful predictors of both reading accuracy and reading comprehension among dyslexic and normal readers across these different age groups. The results are discussed in terms of the characteristics of the Arabic orthography and the heavy reliance of readers at all levels and ages on "orthographic" factors in reading. (As Provided).
AnmerkungenSpringer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2017/4/10
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