Contributions of phonological processing skills to reading skills in Arabic speaking children

Contributions of phonological processing skills to reading skills in Arabic speaking children This cross-sectional study investigated contributions of phonological awareness (Elision and blending), rapid naming (object, color, letter, and digit), and phonological memory (nonword repetition and Digit Span) to basic decoding and fluency skills in Arabic. Participants were 237 Arabic speaking children from Grades K-3. Dependent measures included word decoding, oral passage reading fluency, nonword reading fluency, and retell fluency. Within-grade analyses indicated that phonological awareness accounted for more variance than rapid naming regardless of the nature of the outcome measure and grade. Rapid naming’s capacity to predict variance, while less than that of phonological awareness, tended to rise steadily and was highest in Grade 3. Phonological memory, as measured by this study’s tasks, showed almost no relationship to reading performance. The findings are discussed with respect to changing the requirements of Arabic reading in Grades K-3 and suggestions are made for future research. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Reading and Writing Springer Journals

Contributions of phonological processing skills to reading skills in Arabic speaking children

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Publisher
Springer Journals
Copyright
Copyright © 2010 by Springer Science+Business Media B.V.
Subject
Linguistics; Language and Literature; Psycholinguistics; Education, general; Neurology; Literacy
ISSN
0922-4777
eISSN
1573-0905
D.O.I.
10.1007/s11145-010-9273-8
Publisher site
See Article on Publisher Site

Abstract

This cross-sectional study investigated contributions of phonological awareness (Elision and blending), rapid naming (object, color, letter, and digit), and phonological memory (nonword repetition and Digit Span) to basic decoding and fluency skills in Arabic. Participants were 237 Arabic speaking children from Grades K-3. Dependent measures included word decoding, oral passage reading fluency, nonword reading fluency, and retell fluency. Within-grade analyses indicated that phonological awareness accounted for more variance than rapid naming regardless of the nature of the outcome measure and grade. Rapid naming’s capacity to predict variance, while less than that of phonological awareness, tended to rise steadily and was highest in Grade 3. Phonological memory, as measured by this study’s tasks, showed almost no relationship to reading performance. The findings are discussed with respect to changing the requirements of Arabic reading in Grades K-3 and suggestions are made for future research.

Journal

Reading and WritingSpringer Journals

Published: Oct 21, 2010

References

  • Effects of exposure to literary Arabic on reading comprehension in a diglossic situation
    Abu-Rabia, S
  • Word recognition and basic cognitive processes among reading-disabled and normal readers in Arabic
    Abu-Rabia, S; Share, D; Mansour, MS
  • Reading skills in three orthographies: The case of trilingual Arabic-Hebrew-English-speaking Arab children
    Abu-Rabia, S; Siegel, LS

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