Publication Date
| In 2024 | 0 |
| Since 2023 | 0 |
| Since 2020 (last 5 years) | 0 |
| Since 2015 (last 10 years) | 1 |
| Since 2005 (last 20 years) | 1 |
Descriptor
| Alphabets | 1 |
| Elementary School Students | 1 |
| Emergent Literacy | 1 |
| Foreign Countries | 1 |
| Grade 1 | 1 |
| Literacy Education | 1 |
| Phonemic Awareness | 1 |
| Phonological Awareness | 1 |
| Reading Instruction | 1 |
| Reading Skills | 1 |
| Rhyme | 1 |
| More ▼ | |
Source
| Arab Journal of Applied… | 1 |
Author
| Al-Sulaihim, N. | 1 |
| Marinis, T. | 1 |
Publication Type
| Journal Articles | 1 |
| Reports - Research | 1 |
Education Level
| Early Childhood Education | 1 |
| Elementary Education | 1 |
| Grade 1 | 1 |
| Primary Education | 1 |
Audience
Location
| Kuwait | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Download full textAl-Sulaihim, N.; Marinis, T. – Arab Journal of Applied Linguistics, 2017
A large body of research to date has focused on the link between phonological awareness (PA), emergent literacy, and reading success. The bulk of research on the relationship between PA and literacy has been conducted on children who speak English and European languages. It is unclear, however, how this relationship presents itself in Arabic…
Descriptors: Phonological Awareness, Semitic Languages, Foreign Countries, Grade 1
