Effects of an Adaptive Phonological Training Program on Reading and Phonological Processing Skills in Arabic-Speaking Children With Dyslexia

Layes, Smaïl; Lalonde, Robert; Rebaı̈, Mohamed

doi:10.1080/10573569.2018.1515049

Cited by 19 publications

(8 citation statements)

References 84 publications

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“…Furthermore, only in this kindergarten the teacher reported teaching phonemes explicitly, while the others emphasize larger phonological units such as rhyme, syllables, and the CV unit. This indicates that phonemic awareness depends on explicit alphabetic instruction as has been demonstrated in English-language studies (Boyer & Ehri, 2011;Melby-Lervåg et al, 2012;National Institute for Literacy, 2008;Share, 2008) and in Arabic (see Layes et al, 2019).…”

Section: The Accessible/available Phonological Unit Among Arabic-speaking Preschool Childrenmentioning

confidence: 66%

Foundations of early literacy among Arabic-speaking pre-school children

Ahmad

2021

Applied Psycholinguistics

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The present study aimed to shed light on (i) the most accessible phonological unit and (ii) the nature of letter knowledge among native Arabic-speaking preschool children living in Israel. One hundred and sixty-seven children were assessed on phonological awareness with initial and final isolation tasks as well as knowledge of the standard names and sounds of Arabic letters. Children’s responses in these tasks were categorized in accordance with the phonological unit that the child supplied. Regarding phonological unit accessibility, the novel finding of this study was the prevalence of a tri-phonemic /ʔεC/ unit that begins with the prefix /ʔε-/ and ends with the target (consonantal) phoneme which we have termed the “demi-phoneme” (e.g., /ʔεs/ for the consonant /s/). Awareness of the consonant–vowel unit was the next most prevalent unit followed lastly by the “smallest unit” – the phoneme. It appears that the demi-phoneme functions as a psycholinguistic aid to facilitate phoneme perception and pronunciation (as proposed by the 8th-century scholar – Al-Khalil ibn Ahmad al-Farahidi) and both phoneme and demi-phoneme responses are underpinned by the same knowledge. With regard to letter knowledge, the standard name for Arabic letters was the preferred response and letter sounds were retrieved as a demi-phoneme unit.

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Section: The Accessible/available Phonological Unit Among Arabic-speaking Preschool Childrenmentioning

confidence: 66%

Foundations of early literacy among Arabic-speaking pre-school children

Ahmad

2021

Applied Psycholinguistics

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“…An additional criterion for the group with dyslexia was adequate nonverbal cognitive ability on a shortened version of Raven Progressive Matrices compared to controls. Participants were classified into a group of TD readers (n = 204; M age = 110.51 months; SD age = 7.92) and a dyslexia group (n = 54; M age = 108.37 months; SD age = 8.45) based on their scores on a word-and pseudoword-reading test (Layes et al, 2017(Layes et al, , 2019(Layes et al, , 2020 falling below −1.3 SD of the mean of the total sample. There were no significant differences between the two groups in nonverbal intelligence quotient (IQ) (t = 0.20, p > .05) and age (t = −0.524, p > .05).…”

Section: Participantsmentioning

confidence: 99%

“…Three PA tasks, syllable deletion, phoneme substitution, and syllable manipulation, were used (see below; Layes et al, 2017Layes et al, , 2019. The items selected for this test included well-known words for the children.…”

Section: Phonological Awarenessmentioning

confidence: 99%

The triple-deficit hypothesis in Arabic: Evidence from children with and without dyslexia

Layes

Cohen

Viersen

2022

Applied Psycholinguistics

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This study investigated the triple-deficit hypothesis in Arabic, a Semitic transparent orthography, among 258 native Arabic children from Grade 3, divided into a typical readers group (n = 204) and a dyslexia group (n = 54). Children were tested on word- and pseudoword-reading accuracy, word-reading fluency, phonological awareness (PA), naming speed (NS), orthographic processing (OP), and nonverbal reasoning ability. The results indicated that all children with dyslexia had either double or triple deficits, and none of them had a single deficit. Children with triple deficits showed lower performance than children with single and no deficits on all the reading measures. They have also lower performance to children with double deficits on word-reading accuracy but comparable scores in word- and pseudoword-reading fluency. In addition, OP was confirmed as an additional independent predictor of word-level reading skills besides PA and NS, while controlling for age and nonverbal intelligence. The classification findings showed that the presence of a triple deficit maximizes the risk of reading failure. These findings support the additive nature of combined deficits in PA, NS, and OP. Moreover, they establish the benefit of including OP as a third deficit, in addition to PA and NS, underlying dyslexia in Arabic.

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“…Recent results from Asadi and Abu-Rabia (2019) show that Arabic-speaking children were better at phonemes in the initial versus final position and significantly improved from the second year of kindergarten to the third, while direct comparisons between consonants and vowels/rhymes were not performed. Moreover, phonological training has been shown to improve reading skills in Arab dyslexic children (Layes et al, 2015(Layes et al, , 2019 as well as in neurotypical Arab children (Dallasheh-Khatib et al, 2014) among other metalinguistic skills. Another study by Makhoul (2017) found that phonological awareness skills training to be implicated in improving reading development in Arab first graders and especially in atlinguistic risk groups.…”

Section: Introductionmentioning

confidence: 99%

What the Eyes Hear: An Eye-Tracking Study on Phonological Awareness in Emirati Arabic

et al. 2020

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Phonological awareness is the ability to perceive and manipulate the sounds of spoken words. It is considered a good predictor of reading and spelling abilities. In the current study, we used an eye-tracking procedure to measure fixation differences while adults completed three conditions of phonological awareness in Emirati Arabic (EA): (1) explicit instructions for onset consonant matching (OCM), (2) implicit instructions for segmentation of initial consonant (SIC), and (3) rhyme matching (RM). We hypothesized that fixation indices would vary according to the experimental conditions. We expected explicit instructions to facilitate task performance. Thus, eye movements should reflect more efficient fixation patterns in the explicit OCM condition in comparison to the implicit SIC condition. Moreover, since Arabic is consonant-based, we hypothesized that participants would perform better in the consonant conditions (i.e., OCM and SIC) than in the rhyme condition (i.e., RM). Finally, we expected that providing feedback during practice trials would facilitate participants' performance overall. Response accuracy, expressed as a percentage of correct responses, was recorded alongside eye movement data. Results show that performance was significantly compromised in the RM condition, where targets received more fixations of longer average duration, and significantly longer gaze durations in comparison to the OCM and SIC conditions. Response accuracy was also significantly lower in the RM condition. Our results indicate that eye-tracking can be used as a tool to test phonological awareness skills and shows differences in performance between tasks containing a vowel or consonant manipulation.

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Effects of an Adaptive Phonological Training Program on Reading and Phonological Processing Skills in Arabic-Speaking Children With Dyslexia

Cited by 19 publications

References 84 publications

Foundations of early literacy among Arabic-speaking pre-school children

Foundations of early literacy among Arabic-speaking pre-school children

The triple-deficit hypothesis in Arabic: Evidence from children with and without dyslexia

What the Eyes Hear: An Eye-Tracking Study on Phonological Awareness in Emirati Arabic

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