Literaturnachweis - Detailanzeige
| Autor/inn/en | Levin, Iris; Saiegh-Haddad, Elinor; Hende, Nareman; Ziv, Margalit |
|---|---|
| Titel | Early Literacy in Arabic: An Intervention Study among Israeli Palestinian Kindergartners |
| Quelle | In: Applied Psycholinguistics, 29 (2008) 3, S.413-436 (24 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0142-7164 |
| DOI | 10.1017/S0142716408080193 |
| Schlagwörter | Semitic Languages; Intervention; Alphabets; Phonological Awareness; Emergent Literacy; Kindergarten; Control Groups; Experimental Groups; Socioeconomic Status; Disadvantaged; Foreign Countries; Applied Linguistics; Psycholinguistics; Language Processing; Language Skills; Language Variation; Code Switching (Language); Pretests Posttests; Bilingualism; Israel |
| Abstract | Arabic Literacy acquisition was studied among Israeli Palestinian low socioeconomic status kindergartners within the framework of an intervention study, implemented by teachers. On pretest, letter naming, alphabetic awareness, and phonological awareness were very low. Whereas the comparison group hardly progressed throughout the year, the intervention group progressed substantially on all three skills. The diglossic nature of the Arabic letter name system was manifested in children's transition from a mixture of two systems to preference for standard over colloquial names following the intervention. As in other alphabets, visual similarity and adjacency increased letter confusability. The unique features of Arabic literacy are discussed. (As Provided). |
| Anmerkungen | Cambridge University Press. 100 Brook Hill Drive, West Nyack, NY 10994-2133. Tel: 800-872-7423; Tel: 845-353-7500; Fax: 845-353-4141; e-mail: subscriptions_newyork@cambridge.org; Web site: http://journals.cambridge.org/action/displayJournal?jid=APS |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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