ERIC Number: EJ939844
Record Type: Journal
Publication Date: 2011-Oct
Abstractor: As Provided
Reference Count: 66
Contributions of Phonological Processing Skills to Reading Skills in Arabic Speaking Children
Taibah, Nadia J.; Haynes, Charles W.
Reading and Writing: An Interdisciplinary Journal, v24 n9 p1019-1042 Oct 2011
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.
Descriptors: Semitic Languages, Reading Difficulties, Speech Communication, Reading Fluency, Phonological Awareness, Memory, Grade 3, Reading Skills, Young Children, Case Studies, Identification, Decoding (Reading), Elementary School Students
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Authoring Institution: N/A