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AuthorHassanein, Elsayed E. A.
AuthorJohnson, Evelyn S.
AuthorAlshaboul, Yousef M.
AuthorIbrahim, Sayed R.
AuthorMegreya, Ahmed M.
Available date2024-07-16T06:15:15Z
Publication Date2022
Publication NameReading and Writing Quarterly
ResourceScopus
Identifierhttp://dx.doi.org/10.1080/10573569.2021.1907637
ISSN10573569
URIhttp://hdl.handle.net/10576/56708
AbstractAlthough there is a growing research base on Arabic literacy development to inform our understanding of the factors that account for variability in word reading skill, the current body of research is limited by two major constraints. First, although several studies examine one or more early literacy constructs, we were able to locate only two studies that included phonological, orthographic and morphological factors together. Second, all of the studies conducted to date rely on the use of researcher-developed measures that include tasks associated with the construct(s) of interest, but that are not based on a comprehensive conceptual framework of these constructs. In this study, 188 students in grades 1-2 completed measures of phonological processing, orthographic knowledge, morphological awareness, and word reading. Results of multiple regression analyses indicate that phonological awareness, and, in particular, elision, accounted for significant variance in word reading, regardless of how word reading was measured. Morphological awareness and orthographic knowledge measures also accounted for significant variance in some word reading measures. RAN and Phonological Memory measures only contributed to some measures of word reading ability. Results are discussed in the context of the existing literature on Arabic. Implications and next steps for research are discussed.
SponsorThis research was supported by the Qatar National Foundation, award number NPRP11S-1211-170087. The opinions expressed are solely those of the authors.
Languageen
PublisherRoutledge
SubjectArabic literacy
phonological awareness
orthographic knowledge
morphological awareness
phonological memory
spelling
TitleExamining Factors That Predict Arabic Word Reading in First and Second Graders
TypeArticle
Pagination51-66
Issue Number1
Volume Number38
dc.accessType Abstract Only


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