Determinants of spelling proficiency in hearing and deaf graduate students: The presentation of medial glottal stop

Almusawi, Hashemiah

doi:10.1016/j.amper.2019.100050

Cited by 4 publications

(12 citation statements)

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“…The dialects take distinctive forms according to the diverse geographical regions or the user’s community affiliation, and are sometimes not mutually intelligible ( Ferguson, 1959 ). The linguistic distance or gap between these forms of Arabic is known to disadvantage both hearing or deaf, early or advanced language users in their literacy skills ( Almusawi, 2014 , 2019 ). The impact of these barriers may be readily seen through the reduced literacy skills as well as the high drop-out and repetition rates among Arab learners, which are incongruous with the relative wealth of these nations ( Ayari, 1996 ; Maamouri, 1998 ).…”

Section: Discussionmentioning

confidence: 99%

“…Those who primarily use sign language for communication have inaccurate and inconsistent health knowledge ( Margellos-Anast et al, 2006 ; McKee et al, 2011 ; Smith et al, 2015 ; Zazove et al, 2009 ), and experience worse physical and mental health outcomes compared to hearing individuals ( Barnett et al, 2011 ; Emond et al, 2015 ). DHH individuals who primarily communicate with spoken language were also observed to have a reduced vocabulary and literacy abilities ( Almusawi, 2014 , 2019 ; Zazove et al, 2013 ) which is thought to be strongly associated with their disadvantaged health outcomes ( Margellos-Anast et al, 2006 ; McKee et al, 2011 ). Poor literacy is also a determinant of increased hospital admissions and mortality among hearing people ( Baker et al, 1998 , 2007 ; DeWalt et al, 2004 ).…”

Section: Introductionmentioning

confidence: 99%

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Disparities in health literacy during the COVID-19 pandemic between the hearing and deaf communities

Almusawi

Alasim

BinAli

et al. 2021

Research in Developmental Disabilities

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Background Barriers to communication for those with hearing loss are not only associated with social, emotional, educational and occupational difficulties, but also with reduced access to essential healthcare services, health information, and poorer health outcomes (Emond et al., 2015). These concerns are amplified with mandates such as physical distancing and the use of masks, which although needed to prevent respiratory transmission of SARS-Cov-2, obscure access to facial features needed for lipreading and sign language. Objectives To compare the disparities of health knowledge and practice surrounding COVID-19, if any, among hearing and Deaf or Hard of Hearing (DHH) individuals. Methods A total of 110 (70 hearing and 40 DHH) participants were recruited in the unique linguistic context of Kuwait and Saudi Arabia utilising a cross-sectional electronic survey. Participants were differentiated according to status of hearing loss, communication mode, as well as country, age, sex, occupation, education level and satisfaction with available information. Various aspects of knowledge relating to COVID-19 and associated public health measures were tested by means of a questionnaire. Results A multivariate regression analysis showed that both the degree of hearing loss, and use of sign language as the primary means of communication were associated with lower scores. In addition, disparities exist in the use of health information sources, where DHH participants relied mostly on social media compared to the hearing group who relied predominantly on official government sources. Conclusions In light of the pandemic, bridging the gap in health literacy for DHH individuals is essential in both policy and practice, in order to ensure equal access to healthcare and universal compliance with health directives at the population level.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Disparities in health literacy during the COVID-19 pandemic between the hearing and deaf communities

Almusawi

Alasim

BinAli

et al. 2021

Research in Developmental Disabilities

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“…According to Arabic grammarian Sibawaih, the glottal stop "hamzah," which means "compression," is an independent consonant that brings the total number of letters in the Arabic consonant to 29 (Almusawi, 2019). It can be utilized as a…”

Section: Use Of Hamzah In Arabicmentioning

confidence: 99%

The Writing Difficulties of the Difference between Graphemes and Phonemes in Arabic and English

Wafa

2024

مجلة الألسن للغات والعلوم الإنسانية

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The grapheme-phoneme link in Arabic and English is the subject of this study. Some learners of both Arabic and English find difficulty in the process of reading and writing. Such difficulty rises from the difference between the grapheme and phoneme. The main aim of this research is to demonstrate the difficulty that the learners of both Arabic and English encounter in the process of reading and writing. To comprehend the depth of the two languages and the interaction between their graphemes and phonemes, it is necessary to study their orthographies. When short vowel marks and other diacritical (tashkeel) signs are employed, Arabic orthography is transparent; however, in the case of their absence, they become opaque. However, the orthography in English is confusing, as some words of English are adopted from other languages such as French, Italian and Latin. Some of the loaned words are inserted in English with their original spellings without any modification in order to suit English language pausing a difficulty in reading and writing. This research is based on secondary data from previous case studies. The researcher makes a comparison and analysis of such data to address the proposed questions. This research looks at Arabic letters and the various ways that they are written. It also highlights the confusion that happens to even native Arabic speaker with the " ‫ي‬ " and " ‫ى‬ ", " ‫ة‬ " and " ‫ه‬ ", and the different places of ‫"ء"‬ "Hamzah". Understanding the several forms of graphemes (monographs, digraphs, trigraphs, and quadgraphs) and how they relate to the graphemes of consonant and vowel phonemes are the main focus in English. Hence, the diacritical markers are essential to any learner of Arabic. However, in English, the diacritics' knowledge is essential as in Arabic.

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“…From a holistic and developmental perspective, spelling proficiency in alphabetic languages is a process that requires an initial acquisition of the phoneme-to-grapheme conversion rules and a later attainment of the orthographic schemes (Ehri, 1980;Frith, 1985). Spelling the majority of Arabic words is primarily related to a surface one-to-one phoneme-to-grapheme relationship, and secondarily related to mastering the many irregular spelling patterns that are guided by various linguistic principles (Almusawi, 2019). Irregularities of the Arabic writing scheme stem not only from cases of one-to-many phoneme-to-grapheme relationships such as variations in spelling Alif or in spelling Taa, but also from the sociolinguistic diglossic context which hinders the optimal presentation of oral speech into written texts.…”

Section: The Relationship Of Spelling Acquisition With the Irregulari...mentioning

confidence: 99%

“…Learning to spell in Arabic depends on the speller understanding how spoken phonemes are represented by written graphemes in regular words, as well as knowing irregular words wherein the phoneme–grapheme relationships are inconsistent. The additional context of Arabic diglossia introduces further demands in the form of situational changes to the phonological and lexical characteristics of words (Almusawi, 2019; Saiegh-Haddad & Henkin-Roitfarb, 2014). Therefore, deaf children in Arabic countries are faced not only with an intrinsic disruption to their language development due to their decreased exposure to an accessible language, but with an extrinsic, sociocultural obstacle to the predictability of written text from oral speech.…”

Section: Introductionmentioning

confidence: 99%

Factors Affecting the Writing Performance in Hearing and Deaf Children: An Insight into Regularities and Irregularities of the Arabic Orthographic System

Almusawi

2022

Lang Speech

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This study aims to account for the underlying causes of spelling errors in hearing and deaf children who speak a dialectal form of Arabic that substantially differs from the standard written one. It presents a general overview of the spoken Arabic language and its written system, drawing attention to some of the phonological and orthographic regularities and irregularities used in constructing and decoding Arabic words and sentences. It also accounts for the diglossic factors that interfere with the process of phoneme-to-grapheme mapping. The spelling outcomes of a group of hearing children are compared with another group of orally educated deaf children, who in addition to the complexity and diglossity of Arabic, have limited hearing abilities. Both groups performed two written tasks, one representing the standard form and the other representing the dialect. These tasks identified the types of spelling and segmentation errors and the effects of the committed errors on children’s awareness of the concept of word and word boundaries. Analysis of the results reveals their spelling errors’ nature and frequencies, and progressively categorizes the most prominent errors in practicing each language form. The deaf group ( n = 30) produced significantly more errors than the hearing group ( n = 36) in the dysphonetic errors and the word omission categories. The findings indicate that the sociolinguistic context of the Arabic language and the orthographic nature of the Arabic script are both important factors affecting hearing and deaf children’s awareness of the concept of word as well as their spelling performance. These results may enable educators to understand the underlying factors of Arabic spelling and produce targeted error correction strategies to maximize children’s learning outcomes.

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Determinants of spelling proficiency in hearing and deaf graduate students: The presentation of medial glottal stop

Cited by 4 publications

References 51 publications

Disparities in health literacy during the COVID-19 pandemic between the hearing and deaf communities

Disparities in health literacy during the COVID-19 pandemic between the hearing and deaf communities

The Writing Difficulties of the Difference between Graphemes and Phonemes in Arabic and English

Factors Affecting the Writing Performance in Hearing and Deaf Children: An Insight into Regularities and Irregularities of the Arabic Orthographic System

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