ERIC Number: EJ1024458
Record Type: Journal
Publication Date: 2013
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1940-4158
EISSN: N/A
The Effect of Short Vowelization on Curriculum-Based Measurement of Reading Fluency and Comprehension in Arabic
Abu-Hamour, Bashir; Al-Hmouz, Hanan; Kenana, Mohammed
Australian Journal of Learning Difficulties, v18 n2 p181-197 2013
This study facilitates the use of Curriculum-Based Measurement (CBM) to investigate the effect of short vowels on oral reading fluency (ORF) and silent reading comprehension in Arabic orthography. A total sample of 131 fifth-grade students (89 skilled readers and 42 poor readers) participated in the study. Two kinds of CBM probes were administered: CBM ORF and CBM Maze. Nine texts of each kind were presented in three reading conditions: fully vowelized, partially vowelized and unvowelized. Results indicated that CBM ORF and CBM Maze tests distinguished between skilled and poor readers in all vowelization conditions. In addition, vowels were a good facilitator of oral reading fluency and silent reading comprehension for both types of readers. Implications and suggestions for future research are discussed in this study as well.
Descriptors: Vowels, Oral Reading, Reading Fluency, Silent Reading, Reading Comprehension, Semitic Languages, Orthographic Symbols, Elementary School Students, Reading Skills, Curriculum Based Assessment, Reading Difficulties, Dyslexia, Foreign Countries, Reading Tests
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 5
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Jordan
Grant or Contract Numbers: N/A