In the current research we investigate the role of early phonological awareness skills on reading development in diglossic Arabic. Two-hundred and six Arabic speaking first graders, composed of 25 at-linguistic risk pupils (LR group) and 181 normally developing readers, representing the found heterogeneity in the classroom participated in this study. For this purpose, phonological training program was developed where we followed the pupils' development in both phonological awareness skills and reading development in second grade. As indicated by the study results, higher achievements in phonological awareness measures was noted among HG group in first grade. After Training, significant improvement in phonological awareness was noted among both groups, where LR group was able to close the gaps in phonological awareness skills with HG group. When examining the relationship between phonological awareness and reading performance, moderate positive correlation was found within HG group whereas strong positive relationship was encountered with the LR group. Despite the progress in phonological awareness skills and its strong relationship with reading, LR group showed lower reading performance when compared to HG group. The study results are discussed in relation to its scientific and didactic implications on Arabic reading acquisition.
Download full-text PDF |
Source |
|---|---|
| http://dx.doi.org/10.1007/s10936-016-9447-x | DOI Listing |
Publication Analysis
Top Keywords
Similar Publications
The relationship between early literacy skills and speech-sound production in students with intellectual disability and communication difficulties: a cross-sectional study.
Int J Dev Disabil
May 2023
Disability Research Division, Department of Behavioural Sciences and Learning, Linköping University, Linköping, Sweden.
Earlier research and reports from educational practice seem to suggest that teaching early literacy skills may facilitate speech-sound production in students with intellectual disabilities, but further research is needed to confirm a potential connection. This study investigated (1) the relationship between speech-sound production, phonological awareness, and letter-sound knowledge in students with intellectual disabilities and communication difficulties, and (2) to what degree phonological awareness and letter-sound knowledge explain the variance in speech-sound production over and above IQ and chronological age. A group of 116 students, aged 7-21, enrolled in Swedish compulsory schools for students with intellectual disabilities participated in this study.
View Article and Find Full Text PDFSpeechreading Ability Affects Mandarin Tone Perception in Young Adults With Prelingual Hearing Impairment in China.
J Speech Lang Hear Res
January 2025
Department of Special Education, Central China Normal University, Wuhan.
Purpose: This cross-sectional study explored how the speechreading ability of adults with hearing impairment (HI) in China would affect their perception of the four Mandarin Chinese lexical tones: high (Tone 1), rising (Tone 2), falling-rising (Tone 3), and falling (Tone 4). We predicted that higher speechreading ability would result in better tone performance and that accuracy would vary among individual tones.
Method: A total of 136 young adults with HI (ages 18-25 years) in China participated in the study and completed Chinese speechreading and tone awareness tests.
Early markers of literacy and numeracy in Chinese children: The roles of counting and rapid automatized naming.
Br J Dev Psychol
January 2025
Texas A & M University, College Station, Texas, USA.
This study investigated the relationships between counting, Rapid Automatized Naming (RAN), and reading and arithmetic abilities in Chinese children at different developmental stages. Study 1 examined 51 kindergarteners (mean age 5.43 years) for character reading accuracy and arithmetic accuracy before formal schooling.
View Article and Find Full Text PDFImpact of COVID-19 School Closures on White Matter Plasticity in the Reading Network.
Neurobiol Lang (Camb)
January 2025
Research Group ExpORL, Leuven Brain Institute, Department of Neurosciences, KU Leuven, Leuven, Belgium.
During the COVID-19 pandemic, children worldwide experienced school closures. Several studies have detected a negative impact on reading-related skills in children who experienced these closures during the early stages of reading instruction, but the impact on the reading network in the brain has not been investigated. In the current longitudinal study in a sample of 162 Dutch-speaking children, we found a short-term effect in the growth of phonological awareness in children with COVID-19 school closures compared to children without school closures, but no long-term effects one year later.
View Article and Find Full Text PDFBidirectional relationships between phonological processing and basic number knowledge in kindergarten children: a longitudinal study.
BMC Psychol
January 2025
Beijing Key Laboratory of Applied Experimental Psychology, Faculty of Psychology, National Demonstration Center for Experimental Psychology Education (Beijing Normal University), Beijing Normal University, Beijing, 100875, China.
An ongoing debate on the association between phonological processing and number knowledge concerns the extent to which they influence each other during early childhood. The current study aims to establish the direction of the developmental relationship between these two kinds of abilities at an early age. Eighty-two Chinese kindergarten children were followed from 5 to 6 years old with a one-year interval.
View Article and Find Full Text PDFWant AI Summaries of new PubMed Abstracts delivered to your In-box?
Enter search terms and have AI summaries delivered each week - change queries or unsubscribe any time!